Los supuestos técnico epistemológicos de la evaluación curricular en educación
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| Formato: | Artículo científico |
| Lenguaje: | en |
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Universidad del Zulia
2001
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| _version_ | 1876463966674223104 |
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| author | Alicia Sposetti de Croatto |
| author_facet | Alicia Sposetti de Croatto |
| contents | Los supuestos técnico epistemológicos de la evaluación curricular en educación Alicia Sposetti de Croatto Norma Beatriz Silva de Ducuron Agrociencias curricula Evaluation technology childeducation Educationalevaluationisstudiedastechnologybasedonthedistinctionbetweenpurescience,appliedscienceandtechnology.Thesuppositionsare:1)technologyincorpo-ratesknowledgeandscientificmethodinitsdesignanddevelopment;2)technologyhasadif-ferentobjective;3)thedistinctionbetweenknowinghowandknowingwhatisapplicabletoalltheseconcepts;4)therelationshipbetweenscienceandtechnologyisreciprocal.Thecon-stituentelementsofeducationalevaluationformthreedimensions:theoretical-conceptual,technical-practical,andtechnological.Theydemonstratethemannerofunderstanding,andputintopracticecurricularevaluationanalyzingtheconductiveandcognitivefocuses.Theconclusionsarethattherelationshipbetweenthethreeeducationaldimensionsareshowntobeafunctionaltriangle:theory-praxis-technology.Intheframeworkofcurricularevaluationthefollowingproposalsareformulated:a)theadoptionofaninterdisciplinarydesignfunctionbyreducingthecurricularsubjectsandorganizingintegrativesubjectsutilizingamodularfocusinamicro-curriculardesignarticulatedasbeingtrans-disciplinary.b)theassumptionofadi-chotomybetweentheformationofstudentsandtheprofessionalpraxisc)theproposalforanopencurriculabasicprogram,andaspecificformationinwhichthestudentwillacquirethetheoreticalandpracticalformation.d)theproposalofstrategiestodetermineworkcompe-tenceandcapabilitieswhichcharacterizefutureactivitymodesbymeansofinterdisciplinaryintegrationtheactuationmodeofthefuturealumnibytheinterdisciplinaryintegrationoftheoreticalandpracticalknowledge,e)thetakingintoaccountoflaborfieldtransformations,technologicaladvancesandthesubsequentneedforfurtherprofessionalstudythroughamulti-phaseandcriticalformationprocessf)thearticulationofcomputeruse:avirtuallabora-toryinwhichvirtualinstrumentscanbeconstructedforinitialeducationalformation 2001 artículo científico 1317-2255 https://www.redalyc.org/articulo.oa?id=90411002 en http://www.redalyc.org/revista.oa?id=904 Multiciencias application/pdf Universidad del Zulia Multiciencias (República Bolivariana de Venezuela) Num.1 Vol.1 |
| format | Artículo científico |
| id | redalyc_90411002 |
| institution | Redalyc |
| language | en |
| publishDate | 2001 |
| publisher | Universidad del Zulia |
| spellingShingle | Los supuestos técnico epistemológicos de la evaluación curricular en educación Alicia Sposetti de Croatto Agrociencias curricula Evaluation technology childeducation Los supuestos técnico epistemológicos de la evaluación curricular en educación Alicia Sposetti de Croatto Norma Beatriz Silva de Ducuron Agrociencias curricula Evaluation technology childeducation Educationalevaluationisstudiedastechnologybasedonthedistinctionbetweenpurescience,appliedscienceandtechnology.Thesuppositionsare:1)technologyincorpo-ratesknowledgeandscientificmethodinitsdesignanddevelopment;2)technologyhasadif-ferentobjective;3)thedistinctionbetweenknowinghowandknowingwhatisapplicabletoalltheseconcepts;4)therelationshipbetweenscienceandtechnologyisreciprocal.Thecon-stituentelementsofeducationalevaluationformthreedimensions:theoretical-conceptual,technical-practical,andtechnological.Theydemonstratethemannerofunderstanding,andputintopracticecurricularevaluationanalyzingtheconductiveandcognitivefocuses.Theconclusionsarethattherelationshipbetweenthethreeeducationaldimensionsareshowntobeafunctionaltriangle:theory-praxis-technology.Intheframeworkofcurricularevaluationthefollowingproposalsareformulated:a)theadoptionofaninterdisciplinarydesignfunctionbyreducingthecurricularsubjectsandorganizingintegrativesubjectsutilizingamodularfocusinamicro-curriculardesignarticulatedasbeingtrans-disciplinary.b)theassumptionofadi-chotomybetweentheformationofstudentsandtheprofessionalpraxisc)theproposalforanopencurriculabasicprogram,andaspecificformationinwhichthestudentwillacquirethetheoreticalandpracticalformation.d)theproposalofstrategiestodetermineworkcompe-tenceandcapabilitieswhichcharacterizefutureactivitymodesbymeansofinterdisciplinaryintegrationtheactuationmodeofthefuturealumnibytheinterdisciplinaryintegrationoftheoreticalandpracticalknowledge,e)thetakingintoaccountoflaborfieldtransformations,technologicaladvancesandthesubsequentneedforfurtherprofessionalstudythroughamulti-phaseandcriticalformationprocessf)thearticulationofcomputeruse:avirtuallabora-toryinwhichvirtualinstrumentscanbeconstructedforinitialeducationalformation 2001 artículo científico 1317-2255 https://www.redalyc.org/articulo.oa?id=90411002 en http://www.redalyc.org/revista.oa?id=904 Multiciencias application/pdf Universidad del Zulia Multiciencias (República Bolivariana de Venezuela) Num.1 Vol.1 |
| title | Los supuestos técnico epistemológicos de la evaluación curricular en educación |
| topic | Agrociencias curricula Evaluation technology childeducation |
| url | https://www.redalyc.org/articulo.oa?id=90411002 |