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This research seeks to strengthen the scientific competence "identifying" in students of the second grade in an educational institution in Cali, from a learning environment powered by ICT (Information and Communication Technologies) in the main theme “states of matter” from a perspective of didactic mediation. The methodology is implemented from the Mixed Design of Conversion, taking into account the following phases: in the phase of contextualization, the characteristics of the population are established from the implementation of a diagnostic evaluation with the purpose of identifying the previous knowledge of the students and the level of development of scientific competence "identifying"; in the planning phase, the sequence of activities for teaching the main theme "States of matter" is elaborated based on the results obtained; The implementation phase of the sequence of activities is developed through five classes (one class per week), with a duration of 90 minutes each one, and in the results and analysis phase the information obtained is collected, which is analyzed from two emerging categories: construction of school scientific knowledge (category 1) and decision making (category 2) and rubrics that allow quantifying information. These categories allowed establishing the level of proficiency (Pre-structural, unistructural, multistructural, relational, abstract) of the competence identifying in the students. From the results obtained, it is inferred that the construction of school scientific knowledge is directly related to student’s decision making. Through the implementation of the sequence of activities enhanced in multimedia resources and the mediation of the teacher, the students strengthened and developed the scientific competence "identifying", going from various levels to the abstract level.

investigações em ensino de ciências

FORTALECIENDO LA COMPETENCIA CIENTÍFICA “IDENTIFICAR” EN ESTUDIANTES DE GRADO SEGUNDO A TRAVÉS DE UN AMBIENTE DE APRENDIZAJE POTENCIADO POR TIC DESDE UNA PERSPECTIVA DE LA MEDIACIÓN DIDÁCTICA