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Teaching natural science: the importance of the pedagogical relationship in a molecular biology class

Author(s): Lida C. Jerónimo-Arango | José E. Ayala-Zuluaga

Journal: Orinoquia
ISSN 0121-3709

Volume: 15;
Issue: 2;
Start page: 215;
Date: 2011;
Original page

Keywords: Pedagogical relationship | cognition | metacognition | motivation

This study was aimed at showing the importance of the pedagogical relationship between the teacher and 25 students regarding the learning-teaching of natural sciences in a molecular biology class forming part of the Universidad Autonoma de Manizales’ healthcare programme. This was a descriptive-interpretative qualitative study supported by quasi-ethnography. Non-participative observation techniques were used, such as tape recordings, video recordings and field notes.It was determined that the pedagogical relationship within the classroom became apparent through two components; the interactive component brought together the teacher’s efforts to ensure understanding of the topics being deal with (molecular biology) through maieutics (mental midwifery) and cognitive conflict whilstthe integrator component involved elements of cognition, metacognition and motivation. It was thus concluded that the pedagogical relationship is important as it becomes an agent of change regarding how science is taught and learned when elements such as cognition, metacognition and motivationare involved.
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