Modelización e Innovación Situada en Ciencias: Una Ruta Pedagógica para Aulas Diversas
Palabras clave:
Enseñanza de las ciencias, Innovación pedagógica, Tecnología educativa, Educación inclusiva, Formación de docentesResumen
Este artículo propone una ruta pedagógica para fortalecer la enseñanza de las ciencias en aulas con alta diversidad y condiciones tecnológicas desiguales. A partir de una revisión teórica integradora, se analizaron aportes recientes sobre modelización, TPACK, aprendizaje móvil, Diseño Universal para el Aprendizaje, evaluación formativa e innovación responsable. La síntesis muestra que la mejora de la práctica no depende de añadir recursos digitales, sino de organizar experiencias en las que el estudiantado construya, use, contraste y revise modelos con evidencias. Como aporte se plantea la ruta de Práctica Pedagógica Innovadora, PPI, que articula fenómeno cercano, mediación tecnológica situada, accesibilidad epistémica y evaluación con trazas verificables. El texto ofrece matrices, criterios y una rúbrica breve para orientar diseños transferibles a contextos latinoamericanos. Se concluye que innovar en ciencias exige menos improvisación y más documentación pedagógica, sin perder cercanía con el aula real.
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