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Contenido como componente didáctico

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About this activity

Clasifica y transita por saber, hacer y ser

Created by

Mishel Pruna
Mishel Pruna
Ecuador

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Contenido como componente didáctico
 

Contenido como componente didácticoOnline version

Clasifica y transita por saber, hacer y ser

by Mishel Pruna
1

Slide 1: Introducción

El contenido didáctico sostiene el proceso de enseñanza‑aprendizaje. Integra tres dimensiones: conceptual, procedimental y actitudinal, para orientar la clase.

2

Slide 2: Conceptual

Conceptual es el saber. Representa ideas, conceptos, principios y hechos que la clase debe comprender para fundamentar el aprendizaje.

3

Slide 3: Procedimental

Procedimental es saber hacer. Incluye técnicas, métodos, procedimientos y habilidades necesarias para aplicar lo aprendido.

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Slide 4: Actitudinal

Actitudinal es el ser. Destaca valores, disposiciones y hábitos que acompañan el desarrollo personal y profesional.

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Slide 5: Relación entre saber, hacer y ser

La clase transita por los tres componentes: conceptual → procedimental → actitudinal, logrando un aprendizaje holístico y significativo.

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Slide 6: Recorrido didáctico

El contenido debe permitir que los estudiantes conceptúen, practiquen y reflexionen, favoreciendo destrezas y metas del aprendizaje.

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Slide 7: Desarrollo de destrezas

Al combinar saber, saber hacer y ser, se desarrollan destrezas cognitivas, procedimentales y actitudinales necesarias para alcanzar objetivos.

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Slide 8: Integración en una lección

Planifica actividades que conecten conceptos, prácticas y actitudes; evalúa progresos en cada dimensión para asegurar coherencia.

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Slide 9: Evaluación integral

La evaluación debe considerar el saber teórico, la aplicación práctica y las actitudes demostradas en contextos reales.

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Slide 10: Cierre

Con este marco, la clase facilita aprendizaje significativo, destrezas útiles y una actitud profesional alineada con objetivos educativos.
 
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