Pedagogical mediation of learning from a generating question in secondary school. project-based learning

Abstract

Pedagogical mediation models intend to return protagonism to students in their learning processes, pulling them away from a passive and receiving role. Based on this premise, the following work aims to develop and analyze strategies from a pedagogical mediation standpoint, in which a generating question is used as a key element in the learning process. From this aim, the question of which pedagogical scopes can be defined is answered when the generating question comes from the student body. This query led the process applied during the first semester of 2019, with secondary school students, specifically from seventh and eighth grade, in the Social Studies and Civic Education courses. This work was conducted in the district of Mata Redonda, canton of San José, Costa Rica. This pedagogical order research was based on qualitative methodologies proper to the pedagogical action research. It used participant observation, systematization of experiences, and further reflection upon the didactic planning. The teacher who synthesized this work was in charge of the courses mentioned above; therefore, this was not an external investigation. The analysis in the following pages includes examples of mediation activities developed with the workgroups.