"Development of Scientific Competencies in High School: An Analysis of the Competency-Based Curriculum"

Abstract

This article presents an analysis of a course on the Design and Development of Scientific Practices in high school through the action-research methodology. The analysis is based on the consideration of three dimensions of a didactic situation: the educational objectives, the sequence of proposed activities, and the evaluation framework. The initial proposal consisted of a set of activities related to the management of information by the students. Two aspects were considered: the scientific bibliography and the performance of bibliographic searches. The goal is to develop a criterion for exclusion/refutation based on the consulted scientific bibliography. The methodology of writing an article will focus on the objective, the configuration of activities, and especially the evaluation. From a formal point of view, this course fits within the profile of a competency-based curriculum. Since it deals with the Development of Scientific Practices, there are numerous examples of specific investigations, although there are fewer connections with the processes of knowledge generation from a more generic perspective. Although the evaluation does not explicitly publish indicators and standards, we assume the implicit framework that the goal is to produce a final product on a scientific topic related to the subject, considering some standards such as citation and bibliography. However, it has been difficult to find the epistemological foundations on which its organization around 'competencies' was based in its theoretical construction.