Women That Are Jealous Of Other Women

AREA TEACHING PROCESSES: TEACHING PROCESSES

PROBLEMATIZATION or cognitive conflict

is time to create a "cognitive conflict", ie the student to meet a new performance that should try to solve using all available resources. If the problem does not solve it is demanding and easily that no conflict is probably being asked to do something that you have mastered and did not involve any challenge to him.

Problematization student-generated instability, insecurity about what you know, a fear against new and unknown and awakens desire to abandon the task. At this point the teacher should encourage students to continue, search for answers using the known strategies or creating new ones, to give them certainty about their ability to reach the solution of the problem. This is very important to have measured out correctly the degree of difficulty of the assignment or test, knowing that the student has the basic tools and the solution requires a performance that can be achieved with effort, but that is within your reach.

The group work in this process can help a lot. Everyone will bring their knowledge and speculation, and together will build a hypothesis about the solution of the task. Yet students should not view official information about making an approach on what the student believes is the path and the correct answer.

problematization An activity can function simultaneously as a motivational activity and exploration, since the student may feel interested in solving the problem and it needs to explore, select and use prior knowledge . The problematization forces you to think and develop their cognitive ability.

problematize not only to mathematical problems can ask for a definition of something new, to raise a procedure that did not know before assuming a strategy born of what they think may be, present a synthesis scheme of the item being studied recently, output to meet the test to be applied at the end of Activity, prepare a presentation based on assumptions ...

is important not to qualify or correct these proposals until they do it themselves later, when you have all the necessary items. For now they will just leave them in sight and if it is possible that the same students contrasting the different hypothesis raised by others: what will be well this approach? Why? Is it logical? Is it impossible? ... Here you can create anticipation to know the correct answer, which increase the motivation to learn.

Students from IE Jorge Portocarrero, in window. Professor Judith Vargas