Teach to describe natural phenomena through practical activities in the functional diversity classroom

Abstract

This study reports the results of research that consisted in determining the incidence of practical activities in promoting the development of the ability to describe phenomena in students with functional diversity (their diagnosis is identified with the acronyms TDI and TDL). The qualitative methodology: the case study method. The participant is a seventh grader in a rural educational institution. The research procedure consisted of three phases: preliminary phase (diagnosis); phase of design and execution of the plan of practical activities for the development of the ability to describe the phenomenon of the biological cycle of Drosophila melanogaster; and revision phase in which the final state of the ability is evaluated. The use of the rubric as an instrument of analysis of the target skill was elaborated from the theoretical contributions of Schökel (1972), Jorba et. al., (2000); Loureda (2003); Cutrera et al. (2014) and Peña (2018), which allows the identification of some difficulties at each stage of the descriptive process. The results show that the use of various practical activities has a positive impact on the progress of the development of the ability to describe phenomena in the student.