Otero, Mara Rita, Llanos, Viviana Carolina y Gazzola, Mara Paz

Investigacin
La pedagoga de la investigacin

Investigacin
en la escuela secundaria y la
implementacin de recorridos de
estudio e investigacin en matemtica
Otero, Mara Rita - rotero@exa.unicen.edu.ar
Ncleo de Investigacin en Educacin en Ciencia y Tecnologa (NIECYT), Universidad Nacional del
Centro de la Provincia de Buenos Aires, Tandil, Argentina. Consejo Nacional de Investigaciones
Cientficas y Tcnicas (CONICET).
Llanos, Viviana Carolina - vcllanos@exa.unicen.edu.ar
Ncleo de Investigacin en Educacin en Ciencia y Tecnologa (NIECYT), Universidad Nacional del
Centro de la Provincia de Buenos Aires, Tandil, Argentina. Consejo Nacional de Investigaciones
Cientficas y Tcnicas (CONICET).
Gazzola, Mara Paz - mpgazzola@gmail.com
Ncleo de Investigacin en Educacin en Ciencia y Tecnologa (NIECYT), Universidad Nacional del
Centro de la Provincia de Buenos Aires, Tandil, Argentina.

Resumen
En este trabajo se presentan resultados de una enseanza por Recorridos Palabras clave: Pedagoga
de Estudio y de Investigacin (REI) en la escuela secundaria, basada en la de la Investigacin y del
pedagoga de la investigacin y del cuestionamiento del mundo, propuesta cuestionamiento del mundo,
por Chevallard en la Teora Antropolgica de lo Didctico (TAD). Se Recorridos de Estudio y de
analizan protocolos para mostrar la actividad matemtica del grupo de Investigacin (REI), TAD,
estudio. Se discuten algunos logros y se sealan ciertos obstculos relativos matemtica, escuela secun-
a la implementacin del REI y a la magnitud del cambio que es necesario daria.
realizar en la institucin escuela secundaria.

Abstract

In this paper some results related to teaching based on pedagogy of research Keywords: Pedagog y of
and world questioning using Paths of Study and Research (PSR) at secon- research and world questio-
dary school are presented. The framework of the Anthropological Theory ning, Paths of Study and
of Didactic (ATD) is used. Some protocols showing the mathematical Research (PSR), Anthropo-
activity of the study group are analyzed. Some achievements and obstacles logical Theory of Didactic
related to the implementation of Paths of Study and Research (PSR) at (ATD), maths, secondary
secondary school are discussed, also, the challenges of the necessary changes school.
in the secondary school are considered.

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CIENCIA ESCOLAR: ENSEANZA Y MODELIZACIN VOL.2 N1 2012
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CIENCIA ESCOLAR: ENSEANZA Y MODELIZACIN VOL.2 N1 2012
i OTERO, MARA RITA, LLANOS, VIVIANA CAROLINA Y GAZZOLA, MARA PAZ

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2 : Qu produce la divisin algebraica de EFMBJEFOUJmDBDJOEFMPTDFSPT VTBOMBVOJEBE 
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JOUFSTFDDJOEFMBTGVODJPOFTHSBmDBEBT MBPSEF
2  Qu caractersticas tiene esto que se obtiene *$"$'"-'qWBMFVOP QPSUSBUBSTFEFVODPDJFOUF

al dividir dos funciones polinmicas:
Q3,3.1: desde un punto de vista geomtrico? K$%$'&;2-*-%'&2%&0'puntos seguros, +&0'-02#"/$*2-0'
Q3,3.2: desde un punto de vista algebraico? SFBEBQUBOZNPEJmDBOMBUDOJDBEFMBDPOTUSVD
Q3,3.3: desde un punto de vista funcional? DJO HFPNUSJDB RVF VTBSPO FO MPT SFDPSSJEPT
$*2-%/&%-0G' 1&*02%#E-*' 2%/9*=#+&0' 0-5-H$*2-0D'
2  Qu caractersticas tiene la representacin BQSPWFDIBOEPFMEBUPEFMBVOJEBEZGPSNVMBOEP
grfica: MBT QSPQPSDJPOFT RVF KVTUJmDBO DNP QVFEFO
2 .1: geomtricamente? PCUFOFSMBPSEFOBEBEFMQVOUPRVFSFQSFTFOUBS
Q3,3.2: algebraicamente? -+'6&6/-*2-'F#-';#06$*D'-*'6#$+F#/-%'$;06/0$G'!0'
2 J: "-6/%D'F#-'-*'-02-'%-6&%%/"&D'0-'trabaja la tcnica'
VUJMJ[BEBQBSBMBNVMUJQMJDBDJOEFTFHNFOUPTZ
4F JOHSFTB BT FO VO DBNJOP BMFKBEP EFM USBUB TFMBBEBQUBBMDPDJFOUFEFMPTNJTNPT$PNPMB
NJFOUPFTDPMBSUSBEJDJPOBMEFMBGVODJOSBDJPOBM  NVMUJQMJDBDJO FT DPONVUBUJWB MPT FTUVEJBOUFT
EPOEFMBSFQSFTFOUBDJOHSmDBZMBSFQSFTFOUB QVFEFO VUJMJ[BS JOEJTUJOUBNFOUF DVBMRVJFS TFH
DJOBMHFCSBJDB MBTQSPQJFEBEFTZMBTBTOUPUBTTF NFOUPQBSBDPNFO[BSMBDPOTUSVDDJOZPCUFOFSMB
JNQPOFOQPSEFmOJDJO NVMUJQMJDBDJOFOUSFFMMPT QFSPDPNPMBEJWJTJO
OPFTDPONVUBUJWB FTOFDFTBSJPSFQFOTBSZWBMJEBS
*OJDJBMNFOUF TF QSPQPOFO EPT TJUVBDJPOFT  FO VOBDPOTUSVDDJOEJGFSFOUF
MBQSJNFSB MBHSmDBEFqSFTVMUBEFMBEJWJTJO
=-&5C2%/6$' "-' "&0' %-62$0D' 5/-*2%$0' F#-' -*' +$' 4VSHFBEFNT MBOFDFTJEBEEFFTUVEJBSVOBDBSBD
TFHVOEB TF USBUB EF VOB SFDUB Z VOB QBSCPMB UFSTUJDBGVOEBNFOUBMEFMBTGVODJPOFTSBDJPOBMFT
!*'$5;&0'6$0&0'+$0'6#-02/&*-0'0&*J'Cul podra -+'6$0&'-*'F#-'-+'"/)/0&%'-0'6-%&G'!*2&*6-0D'0-'/"-*
ser la grfica ms razonable para q? Qu carac- UJmDBOMPTQVOUPTEPOEFMBGVODJOEJWJTPSTFIBDF
tersticas...?

de la grfica de q podras justificar?

%FFTUBNBOFSB FM3&*DPNJFO[BJHVBMRVFMPTSFDPSSJEPTRVFMPQSFDFEFOFOFMNBSDP
HFPNUSJDPGVODJPOBM-B'JHVSBTFSFmFSFBMBTTJUVBDJPOFTZ

Figura 2. Grficas correspondientes a las situaciones 1 y 2

36
CIENCIA ESCOLAR: ENSEANZA Y MODELIZACIN VOL.2 N1 2012
 LA PEDAGOGA DE LA INVESTIGACIN EN LA ESCUELA SECUNDARIA i

DFSPZTFBOBMJ[BFMQPTJCMFDPNQPSUBNJFOUPEFMB MPTTFNFKBOUFTZVOBQSFPDVQBDJOQPSFTUBCMFDFS
HSmDBSB[POBCMFQBSBqFOMPTQVOUPTQSYJNPT MBTQSPQPSDJPOFTQBSBWBMJEBSMBDPOTUSVDDJO-B
BMiDFSPEFMEFOPNJOBEPSw EFCJEPBRVFFOFTUF 2C6*/6$'0-'#0$'6&%%-62$5-*2-D'3$6/-*"&'#0&'"-+'
QVOUPOPTFQVFEFPCUFOFSMBHSmDBEFqG':+-=$"&0' TFHNFOUP VOJEBE EF NBOFSB BQSPQJBEB &O MB
BFTUBJOTUBODJB FMHSVQPEFFTUVEJPEJTDVUFBDFSDB 'JHVSB FMQSPUPDPMPEF"NVFTUSBVOUSBCBKPJO
EFDNPSFQSFTFOUBSFTUFiQSPCMFNBwFOMBHSmDB  2-*0&'"-'+$'2C6*/6$'=-&5C2%/6$D'F#-'=-*-%$')$%/&0'
BTDPNPMBTQPTJCJMJEBEFTRVFQVFEFOQSFTFOUBSTF QVOUPTZ BEFNT DNPTFIBBHSFHBEPVOUSP[P
F#-'-+'"/)/"-*"&'E'-+'"/)/0&%'0-$*'6-%&'0/5#+29*-$ EFIPKBIBDJBMBEFSFDIB QBSBQPEFSUSB[BSQVOUPT
NFOUF PRVFOPMPTFBOMPDVBMQFSNJUFFOUSFPUSBT QSYJNPTBMBBTOUPUBIPSJ[POUBM/VFWBNFOUF
6&0$0'$*$+/8$%'+$'-T/02-*6/$'"-'q ZTVTBTOUPUBT TFSFDPOPDFDNPFMFTUVEJBOUFJOEJDBiOPQBTBw
6#$*"&'0-'$*#+$'-+'"/)/0&%G'
&MFTUVEJPUBNCJOEFSJWBFOBOBMJ[BSTJMBHSmDB
IBMMBEBQBSBq DPSSFTQPOEFBMBSFQSFTFOUBDJO &OMB'JHVSB QSFTFOUBNPTFMQSPUPDPMPEF" 
HSmDB EF VOB GVODJO P OP 1BSB SFTQPOEFS B SFGFSJEPBMBTJUVBDJOEPT EPOEFFMDPDJFOUFTF
FTUBDVFTUJO MPTFTUVEJBOUFTEFDJEFOWPMWFSTP SFBMJ[BFOUSFVOBGVODJOQPMJONJDBEFHSBEP
CSFMBEFmOJDJOEFGVODJO QBSBDPODMVJSRVF "&0D'E'&2%$D'"-'=%$"&'#*&G
EJDIBEFmOJDJOTFDVNQMFQBSBDVBMRVJFSQVOUP 
NFOPTQBSBBRVFMPBRVFMMPTEPOEFMBGVODJOEF &TUBFTMBTFHVOEBDMBTFEFMiQSPCMFNBEFMDPDJFO
OPNJOBEPSTFIBDFDFSP TJOUFOFSFODVFOUB QPS UFw FMQSPUPDPMPNVFTUSBMBTPMWFODJBDPORVFTF
FMNPNFOUP MPRVFTVDFEFFOFTFQVOUPDPOMB 5$*-H$'+$'2C6*/6$'=-&5C2%/6$D'0/*'-06%/;/%D'"-'#*$'
GVODJOOVNFSBEPS TJUVBDJORVFTFBOBMJ[BNT NBOFSBBMHPSUNJDB DPNPQFSNJUFJOGFSJSMBDBO
BEFMBOUF%FFTUBNBOFSB MBHSmDBSFBMJ[BEBTF UJEBEEFNBSDBTEFDPNQTRVFTFBQSFDJBOFOMB
DPSSFTQPOEFDPOMBSFQSFTFOUBDJOHSmDBEFVOB IPKB QBSBUSBTMBEBSMPTTFHNFOUPTTPCSFFMFKF BT
GVODJO TJTFFYDMVZFOEFMEPNJOJPMPTWBMPSFT DPNPMBDPOUVOEFODJBEFMBHSmDBSFBMJ[BEBQPSFM
F#-'$*#+$*'$+'"-*&5/*$"&%G -02#"/$*2-G'!*'2&"&0'+&0'6$0&0D'+&0'-02#"/$*2-0'#2/+/
[BOMPTDFSPTQBSBFTUBCMFDFSMPTTJHOPTEFMBQPTJCMF
HSmDBZTFPSJFOUBOMVFHPDPOFMMPT QBSBSFBMJ[BS
Anlisis de datos y discusin MBDPOTUSVDDJOZUSB[BSMBHSmDBBQSPYJNBEB

" DPOUJOVBDJO QSFTFOUBNPT FM QSPUPDPMP EF -PTFTUVEJBOUFTTFQSFHVOUBOQPSiGSNVMBTwRVF

" RVJFOPCUJFOFMBSFQSFTFOUBDJOHSmDBEF MFTQFSNJUBODBMDVMBSMPTWBMPSFTEF qD'6&5&'E$'
q, JEFOUJmDBMPTTJHOPT MPTpuntos seguros'E'%-$+/8$' IBOIFDIPFOMPT3&*QSFDFEFOUFTFMHSVQPEF
MBDPOTUSVDDJOHFPNUSJDBQBSBMBPCUFODJOEF FTUVEJPGPSNVMBFOUPODFTMBDVFTUJOQ3.2J'Qu
nuevos puntos seguros"MBEFSFDIBTFIBFYQSFTBEP posible representacin algebraica resulta del cociente
FMDPDJFOUF QBSBFMDBTPf=0ZQBSBFMDBTPg=04F de funciones polinmicas?'
QVFEFBQSFDJBSBEFNT RVFFMFTUVEJBOUFJEFOUJm
DBMBBTOUPUBWFSUJDBMoDPNPVOBSFDUBQPSMBDVBM 1BSBBCPSEBSMB FMQSPGFTPSQSPQPOFMBTTJUVBDJPOFT
MBGVODJOiOPQBTBwoQFSPDPNPEFTDPOPDFMB  Z   FO MBT DVBMFT TF SFUPNBO MBT SFQSFTFOUB
OPDJOMZTVHSVQPDPMPDBOTJHOPTEFQSFHVOUB DJPOFTHSmDBTEFMBTTJUVBDJPOFTZ QFSPTF
&MQSPUPDPMPNVFTUSBMBDPOTUSVDDJOEFUSJOHV QSPQPSDJPOBMBFTDBMBEFMPTFKFTZTFQSPQPOFO

37
CIENCIA ESCOLAR: ENSEANZA Y MODELIZACIN VOL.2 N1 2012
 i OTERO, MARA RITA, LLANOS, VIVIANA CAROLINA Y GAZZOLA, MARA PAZ

Figura 3. Protocolo correspondiente a A22 Figura 4. Protocolo correspondiente a A8

BMHVOPTQVOUPTRVFQFSUFOFDFOBMBTGVODJPOFT FNQMFBOQBSBSFBMJ[BSJOGFSFODJBTTPCSFMPTTJHOPT 
SFQSFTFOUBEBTHSmDBNFOUF MBTBTOUPUBTZMBHSmDB&TJOUFSFTBOUFMBOPUBDJO
RVFVUJMJ[BO ZDNPWVFMWFOBBOBMJ[BSTJHOPT 
-BTDVFTUJPOFTBSFTQPOEFSTPOBIPSBCul es la DFSPT VOPTZBTOUPUBT BEFNTEFSFTQPOEFSBMB
expresin algebraica de q?D'es q una funcin?' QSFHVOUBEFTJq FTPOPGVODJO

&OMB'JHVSBTFNVFTUSBOMBTTJUVBDJPOFTZ  0USPTFTUVEJBOUFTEFUFSNJOBOQSJNFSPMBTSFQSF
BQBSUJSEFMBTDVBMFTFMHSVQPEFFTUVEJPJOHSFTB 0-*2$6/&*-0'$+=-;%$/6$0'"-'+$0'6#%)$0'/*"/)/"#$+-0D'
BMNBSDPBMHFCSBJDPGVODJPOBM TFHOTFBQSFDJBFOMB'JHVSB TJFOEPFTUBVOB
UBSFBJOUFHSBEBBMNFEJP.ZDPOMBRVFFTUOGB
"QFTBSEFRVFTFIBTVNJOJTUSBEPJOGPSNBDJO NJMJBSJ[BEPT NFSDFEBMPTSFDPSSJEPTQSFDFEFOUFT
QBSB JOHSFTBS BM NBSDP BMHFCSBJDP  FM TJHVJFOUF "T JEFOUJmDBOBQBSUJSEFMBTHSmDBTEFRVGVO
QSPUPDPMP EF " NVFTUSB IBTUB RV QVOUP MPT DJOTFUSBUBZDPNPDPOPDFOTVSFQSFTFOUBDJO
-02#"/$*2-0'"&5/*$*'+$'2C6*/6$'=-&5C2%/6$'E'+$' BMHFCSBJDBHFOFSBM PCUJFOFOMPTQBSNFUSPTTJO

Figura 5. Protocolo correspondiente a A24

38
CIENCIA ESCOLAR: ENSEANZA Y MODELIZACIN VOL.2 N1 2012
 LA PEDAGOGA DE LA INVESTIGACIN EN LA ESCUELA SECUNDARIA i

Figura 6. Grficas correspondientes a las situaciones 3 y 4.

RVFTFBQSFDJFOHSBOEFTEJmDVMUBEFTQBSBIBDFSMP  RVFBMPTVNP QVFEFOPCUFOFSMBTFYQSFTJPOFT

UBMDPNPTFPCTFSWBBDPOUJOVBDJO EFMBTGVODJPOFTQPMJONJDBTr E sZFYQSFTBSMBT
6&5&' G
K-%&'+$'5-0&=C*-0/0'*&'0-'"-2/-*-D'E'+&0'-02#"/$*
UFTEFDJEFOSFBMJ[BSFMDPDJFOUFEFMPTQPMJOPNJPT  &M QSPGFTPS JODJUB B SFUPNBS FM QSPCMFNB EF TJ
FNQMFBOEP EJGFSFOUFT UDOJDBT RVF MPT DPMPDBO MBFYQSFTJOEFqDPSSFTQPOEFBVOBGVODJOP
GSFOUF B EPT PCTUDVMPT FO MB TJUVBDJO   MB *&D'+&'6#$+'6&*"#6-'$'+&0'-02#"/$*2-0'$'-02$;+-6-%'
EJWJTJOOPFTFYBDUB ZMPTFTUVEJBOUFTOPTBCFO VO EPNJOJP EF WBMJEF[ QBSB RVF q' %-0#+2-' #*$'
DNPQSPDFEFSDPOFMSFTUPoFYQSFTBOFTUPDPO GVODJO6OBWF[SFBMJ[BEBMBJOTUJUVDJPOBMJ[BDJO
TJHOPTEFQSFHVOUBoFODBNCJP FOMBTJUVBDJO EFMBGVODJOSBDJPOBMZEFTVTDPOEJDJPOFTEF
 MBEJWJTJOOPQVFEFSFBMJ[BSTF QVFTTFUSBUBEFM FYJTUFODJB TFJOHSFTBBMQSPCMFNBEFMBTBTOUPUBTZ
DPDJFOUFEFVOBGVODJOQPMJONJDBEFQSJNFS MPTDFSPT&OMB'JHVSBTFQSFTFOUBMBSFQSFTFO
HSBEPQPSVOBGVODJOQPMJONJDBEFHSBEPEPT UBDJOHSmDBEFqDPSSFTQPOEJFOUFBMBTJUVBDJO
ZFMBOMJTJTEFMEPNJOJPBOUFTNFODJPOBEP
7FNPTFOMB'JHVSBFMUSBCBKPEFEPTFTUVEJBO
UFT "Z" RVFFYQSFTBOq'6&5&'-+'6&6/-*2-' &M3&*DPOUJOBZTFSFUPNBFMBOMJTJTEFMPT
EF MBT GVODJPOFT DVZBT SFQSFTFOUBDJPOFT BMHF DFSPT EF MBT GVODJPOFT SBDJPOBMFT  UBNCJO TF
;%$/6$0'"-2-%5/*$%&*'$*2-%/&%5-*2-'E'"-6/"-*' BOBMJ[BOMBTBTOUPUBT IPSJ[POUBMFTZWFSUJDBMFT


Figura 7. Protocolo correspondiente a A9 Figura 8. Protocolo correspondiente a A54

39
CIENCIA ESCOLAR: ENSEANZA Y MODELIZACIN VOL.2 N1 2012
 i OTERO, MARA RITA, LLANOS, VIVIANA CAROLINA Y GAZZOLA, MARA PAZ

ZMPTQVOUPTEFEJTDPOUJOVJEBE KVOUPDPOVO EFBCPSUBSVOQSPCMFNB QPSNJFEPBiQFSEFSFM

FTUVEJPEFMPTDBTPTEFTJNQMJmDBDJO&MSFDP DPOUSPMwPBVOBFYDFTJWBEJMBUBDJOEFMUJFNQP
SSJEPUBNCJOUSBOTJUBQPSDPOTUSVJS FYQMJDBSZ FTDPMBSRVFMBJOTUJUVDJOOPQFSNJUF QVFTIBZ
KVTUJmDBSVOBUDOJDBQBSBSFBMJ[BSMBTPQFSBDJP VOQSPHSBNBRVFiDVNQMJSw"VODVBOEPFOFTUF
OFTDPOGVODJPOFTSBDJPOBMFT UBOUPFOFMNBSDP DBTP TFUSBUBEFVOJOWFTUJHBEPSZEFVOQSPGFTPS
BMHFCSBJDPDPNPBOBMUJDPGVODJPOBM JOHSFTBOEP FYQFSJNFOUBEP  QPEFNPT WFS IBTUB RV QVOUP
2$5;/C*'-*'-+'-02#"/&'"-'+$0'-6#$6/&*-0'-'/*-6#$ FTUBQVFEFTFSVOBEJmDVMUBEJNQPSUBOUF FOFM
6/&*-0'%$6/&*$+-0G' DBTPEFEPDFOUFTQPDPGBNJMJBSJ[BEPTDPOMBHFT
UJOEF3&*ZDPOMBQFEBHPHBEFMBJOWFTUJHBDJO
6OQVOUPBEFTUBDBSFTRVFFMHSVQPEFFTUVEJP E'"-+'6#-02/&*$5/-*2&'"-+'5#*"&G'
OPJOHSFTBMUSBUBNJFOUPEFMBTBTOUPUBTPCMJDVBT 
BQFTBSEFRVFBMHVOPTFTUVEJBOUFTMPTFBMBSPO
HSmDBNFOUF QFSPFMQSPGFTPSGVFiUPNBEPQPS Conclusiones
TPSQSFTBwZOPHFTUJPOCJFOFTUFNPNFOUP EPO
EFMBDPOTUSVDDJOBMUFSOBUJWBEFSFQSFTFOUBDJPOFT -BTJNQMFNFOUBDJPOFTSFBMJ[BEBTFOMPTEPTDVSTPT
BMHFCSBJDBT EFM DPDJFOUF  IVCJFSB QFSNJUJEP  EFUP"PEFMBFTDVFMBTFDVOEBSJB NVFTUSBOBM
BVO TJO JOHSFTBS FO MB 0. EFM MNJUF JOmOJUP  HVOPTSFTVMUBEPTBVTQJDJPTPT UBOUPQPSFMDPOKVOUP
QSPQPSDJPOBS BMHVOB JOUFSQSFUBDJO Z PCUFOFS "-'>,'F#-'0-'3$*'%--*6&*2%$"&D'6&5&'"-0"-'-+'
MBFYQSFTJOBMHFCSBJDBEFMBTBTOUPUBTPCMJDVBT QVOUP EF WJTUB EJEDUJDP  SFMBDJPOBEP DPO FOTF
&TUBEJmDVMUBEEFMQSPGFTPSTPMPGVFBEWFSUJEBB BO[BQPS3&*ZDPOMBHFTUJOEFFTUFEJTQPTJUJWP
QPTUFSJPSJ ZTJCJFOGVFTVCTBOBEB IBRVFEBEP "T TFSFDVQFSBSPOBMHVOBTUDOJDBTDPOTUSVJEBTFO
NBSDBEBQBSBVOBGVUVSBJNQMFNFOUBDJO&TUFFT MPTSFDPSSJEPTQSFDFEFOUFTRVFTFBEBQUBSPOBMBT
VOQSPCMFNBEFOJWFMUPQPHFOUJDP ZDPOTUJUVZF OVFWBTTJUVBDJPOFTZFWPMVDJPOBSPOQBSBDPNQMFUBS
VOBEFMBTHSBOEFTEJmDVMUBEFTBWFODFSFMQSP MB0.SFMBUJWBBMBTGVODJPOFTSBDJPOBMFT-BJNQMF
GFTPSUJFOFRVFQPEFSUPNBSFMSJFTHPEFTFHVJSFM NFOUBDJOEFM3&*IBQFSNJUJEPPCUFOFSMBHSmDB
DVSTPEFBDDJOEFMPTBDPOUFDJNJFOUPT FOMVHBS "-'qFOFMNBSDPHFPNUSJDPHSmDPVUJMJ[BOEPMB

Figura 9. Protocolos correspondientes a los alumnos A39 y Figura 10. Protocolo correspondiente a A10
A49 respectivamente.

40
CIENCIA ESCOLAR: ENSEANZA Y MODELIZACIN VOL.2 N1 2012
 LA PEDAGOGA DE LA INVESTIGACIN EN LA ESCUELA SECUNDARIA i

UDOJDBEFMDMDVMPHFPNUSJDP JEFOUJmDBOEPMPT JOTUJUVDJOIBIBCJUVBEP EFTEFFMDPOUSBUPEJEDUJ

QVOUPTOPUBCMFT MPTTJHOPT ZBOBMJ[BOEPMPRVF DPUSBEJDJPOBM BTFSDPOUJOVBNFOUFiNPUJWBEPTwZ
PDVSSFFOMPTQVOUPTQSYJNPTBMBTBTOUPUBTUBOUP SFGPS[BEPTQPTJUJWBNFOUF&TUPFTWJTJCMFBMDPNJFO
)-%2/6$+-0'6&5&'3&%/8&*2$+-0G' 8&'"-+'(!O'6#$*"&'+&0'-02#"/$*2-0'&%=$*/8$"&0'-*'
HSVQPT  SFDVSSFO JOEJWJEVBMNFOUF Z EF NBOFSB
$PO SFMBDJO BM NBSDP BMHFCSBJDPGVODJPOBM  JODFTBOUFBMBBQSPCBDJOEFMQSPGFTPS TJOMBDVBM
TF PCUJFOFO QPTJCMFT SFQSFTFOUBDJPOFT QBSB q' OPDPOTJHVFOBWBO[BS-BQFEBHPHBEFJOWFOUB
5-"/$*2-' -+' 69+6#+&' $+=-;%$/6&' "-+' 6&6/-*2-' "-' SJBSMPTTBCFSFTOPQSPNVFWFFOMPTFTUVEJBOUFTMB
QPMJOPNJPT&TUP OPQSFTFOUQSPCMFNBTBMPT BVUPOPNBOFDFTBSJBQBSBIBDFSWJWJSQMFOBNFOUF
FTUVEJBOUFT  QVFT PCUJFOFO SFQSFTFOUBDJPOFT MBQFEBHPHBEFMBJOWFTUJHBDJO1PSPUSPMBEP FO
BMHFCSBJDBTFOGPSNBQPMJONJDBEFMBTGVODJP -+'*/)-+'-*'F#-'*&0'-*6&*2%$5&0D'+$'6&*F#/02$'"-'
OFTSFQSFTFOUBEBTHSmDBNFOUF ZTJFTQPTJCMF  MBBVUPOPNBEFCFSBTFSVOPCKFUJWPBMPHSBS FO
MB GPSNB GBDUPSJ[BEB  BEFNT EF PUSBT QPTJCMFT OJOHODBTP BMHPRVFQVFEFTVQPOFSTFQSFEBEP
SFQSFTFOUBDJPOFTBMHFCSBJDBTEFqG' ZNFOPTBODPNPEFIFDIPPDVSSF PCTUBDVMJ[BEP
FOTVTEJTUJOUPTDPNQPOFOUFT1BSUJDVMBSNFOUF FO
-PT SFTVMUBEPT IBO HBOBEP WJBCJMJEBE QPS MPT MPTDVSTPTEPOEFTFSFBMJ[MBJNQMFNFOUBDJO MB
SFDPSSJEPT QSFDFEFOUFT  BVORVF FTUPT OP TPO EJSFDDJOZFMFRVJQPQTJDPQFEBHHJDPEFUFSNJOBO
JNQSFTDJOEJCMFT QFSPTJOPFYJTUJFSBO MBDSPOP QPSSB[POFTEJTDJQMJOBSJBT EOEFZKVOUPBRVJO
HOFTJTZMBUPQPHOFTJTRVFIBOTJEPMPTQSPDFTPT EFCFTFOUBSTFDBEBVOPEFFTUPTBMVNOPTEF
NTDSUJDPT SFTVMUBSBOBONTNFOHVBEBT BPT&TUPOPGVFBTFOMBDMBTFEFNBUFNUJDB 
EPOEFUBNQPDPFYJTUJFSPOFOUPEPFMBPRVFEVS
&OMPSFGFSFOUFBMBPSHBOJ[BDJOEJEDUJDB VOBFOTF FMUSBCBKPEFDBNQP QSPCMFNBTEFEJTDJQMJOB QVFT
BO[BQPS3&*FYJHFDBNCJPTSBEJDBMFTFOFMDPOUSBUP MBMJCFSUBEFTQBSUFEFMDPOUSBUP
"-'-02#"/&')/=-*2-'-*'+$0'/*02/2#6/&*-0'-06&+$%-0D'6&*'
JNQMJDBDJPOFTGVFSUFTFOMBUPQPHOFTJTZFOMBDSP "EFNTEFFTUPTBTQFDUPTUPQPHFOUJDPTBUSJCVJ
*&=C*-0/0G'!+'(!O'"-5$*"$'$'+&0'-02#"/$*2-0'=-*-%$%' CMFTBMBJOTUJUVDJO FTUOMBTMJNJUBDJPOFTQFS
FMNFEJP QSPEVDJSSFTQVFTUBT FTUVEJBSTVWBMJEF[  TPOBMFTEFMQSPGFTPSQBSBTPTUFOFSZDPORVJTUBS
BEFNTEFEFDJEJSDNPZQPSEOEFTFHVJS&TUPB TVOVFWPMVHBS ZQBSBFOGSFOUBSMBTSFTUSJDDJPOFT
TVWF[ SFRVJFSFSFTJTUJSMBGSVTUSBDJORVFTFPSJHJOB RVF EFSJWBO EFM GFONFOP DSPOPHFOUJDP EF
-*'+$'/*6-%2/"#5;%-'%-+$2/)$'$+'0$;-%D'0&;%-'2&"&'0/' MB EJMBUBDJO EFM UJFNQP EJEDUJDP &T EJGDJM
FM QSPGFTPS  EFWFOJEP FO EJSFDUPS EFM QSPDFTP EF SFOVODJBSBMiWBMPSwEFDPNQMFUBSFMQSPHSBNB
FTUVEJP BEPQUBVOBQPTUVSBRVFMPDPOWJFSUFFOVO 1PESBEFDJSTFRVFMBFOTFBO[BQPS3&*QFS
NFEJPNT BMHVJFOEJTQVFTUPBSFMFHBSVOBQPTJDJO 5/2-'"-'5$*-%$'%-+$2/)$5-*2-'0-*6/++$'F#-'+&0'
EPNJOBOUF RVFMFJNQPOFVOQBQFMEFHBSBOUFEFM -02#"/$*2-0'/*=%-0-*'-*'-+'6#-02/&*$5/-*2&'"-+'
TBCFSZEFiDPOPDFEPSVOJWFSTBMw NVOEP  NT EJGDJM SFTVMUB RVF TF EFTBSSPMMFO
BDUJUVEFTHFOVJOBTEFJOWFTUJHBDJOBVUOPNB 
&T EJGDJM QBSB FM QSPGFTPS QFSNBOFDFS FO FTUF 0&;%-'2&"&'-*'-02-'6$0&D'"&*"-'+$'6+$0-'"-'5$
OVFWPMVHBSZSFTJTUJSMBQSFTJOZMBEFNBOEBEF UFNUJDBFTVOBJTMBQFSEJEBFOMBJONFOTJEBE
BQSPCBDJOQPSQBSUFEFMPTBMVNOPT BRVJFOFTMB EFMBQFEBHPHBUSBEJDJPOBM

41
CIENCIA ESCOLAR: ENSEANZA Y MODELIZACIN VOL.2 N1 2012
 i OTERO, MARA RITA, LLANOS, VIVIANA CAROLINA Y GAZZOLA, MARA PAZ

Referencias bibliogrficas $*&$Z.

ZEFM**&ODVFOUSP/BDJPOBMEF&O
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42
CIENCIA ESCOLAR: ENSEANZA Y MODELIZACIN VOL.2 N1 2012

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