Resumen

ARTEAGA, Edwin García  y  ORTEGA, Eliana Bolaños. Contributions of Experimental Activity to the Scientific Thinking of Students with Functional Diversity. Rev. Fac. Cienc. Tecnol. [online]. 2022, n.51, pp.205-222.  Epub 20-Oct-2022. ISSN 0121-3814.  https://doi.org/10.17227/ted.num51-12497.

This article presents, in the form of a narrative, the results of the case study of a student (Carlos) diagnosed with Attention Deficit Disorder, Hyperactivity and Impulsivity and Mixed School Skills Disorder, who presented difficulty in understanding the fundamentals concepts of science, apathy for school, and a picture of isolation due to lack of recognition from their teachers and fellow students. These problems led to posing the guiding question of the case: how to promote scientific thinking skills in students with functional diversity? This led to the central purpose of the intervention: to propose exploratory experimental activity around the phenomenon of buoyancy as an ally in the diverse functional classroom. The proposal was based on theoretical constructions on functional diversity, experimental activity, scientific thinking skills and the floating phenomenon. The strategy was developed as a spiral system: it began with a diagnostic study of the difficulties, tastes, interests and needs of the student and reached the evidence of the development of scientific thinking skills, skills that made it possible to strengthen self-recognition, stimulate the approach to thinking about scientific activity and promoting the creative sense of the student. All this was achieved through constant monitoring of the teaching process and the receptivity on the part of the student. It was possible to assess the progress on their levels of attention, strengthening of socio-scientific skills and significant learning.

Palabras clave : functional diversity: exploratory experimental activity; scientific thinking skills; science teaching.

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