Citas bibligráficas
Lira, R., Taipe, J., Maguiña, M., Chávez, C. (2022). La metodología de aprendizaje-servicio y el desarrollo de habilidades investigativas en los estudiantes del curso de Fundamentos de Biología del I ciclo de una universidad privada de Lima, durante el periodo académico 2020-I [Universidad Tecnológica del Perú]. https://hdl.handle.net/20.500.12867/5210
Lira, R., Taipe, J., Maguiña, M., Chávez, C. La metodología de aprendizaje-servicio y el desarrollo de habilidades investigativas en los estudiantes del curso de Fundamentos de Biología del I ciclo de una universidad privada de Lima, durante el periodo académico 2020-I []. PE: Universidad Tecnológica del Perú; 2022. https://hdl.handle.net/20.500.12867/5210
@mastersthesis{sunedu/3125856,
title = "La metodología de aprendizaje-servicio y el desarrollo de habilidades investigativas en los estudiantes del curso de Fundamentos de Biología del I ciclo de una universidad privada de Lima, durante el periodo académico 2020-I",
author = "Chávez Quispe, Carlos Enrique",
publisher = "Universidad Tecnológica del Perú",
year = "2022"
}
The present research has a general aim to explain how the service-learning methodology contributes to the development of investigative skills in freshmen students in the course “Fundamentos de Biología” (Fundamentals of Biology) at a Private University in Lima, during the academic period 2020-1.The sample consisted of 15 students from the course in question. Likewise, the methodology used in the present study develops a qualitative approach, with an explanatory scope and phenomenological design. The technique used to collect information was a student interview. And the interview guide was used as an instrument.The resultsshow students perceive that the service-learning methodology contributes favorably to the development of investigative skills, through problematization, theorization and verification of reality. The four categories that make up the service-learning methodology: direct experience, teamwork, reflection to promote action and permanent guidance, contribute positively since they allow the identification of the problem, the search and analysis of information and the explanation of the subject with the permanent involvement of the teacher in the projects developed.Likewise, the categories of teamwork and permanent guidance are valued to a great extent by students because theyanalyzedthe problem to propose alternative solutions, while the categories of direct experience and reflection for action, were not able to fully develop due to the current situation of the COVID-19 pandemic, affecting the reality check at the community level.
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