Unidades Didácticas en las Ciencias Exactas: una Mirada a los Enfoques Actuales en el Siglo XXI

Abstract

Didactic units constitute a planning tool of vital importance, since they allow the implementation, with pedagogical coherence, of all the didactic elements and principles of the teaching-learning process. Given the divergent opinions on didactic units in a century mediated by technologies, the objective of this study was to generalize those ideas and perspectives that would allow a more effective process, in accordance with the generation of this Digital Era. A qualitative study was carried out, with a descriptive approach, based on the documentary study of influential works in the first two decades of the 21st century. The Google Scholar search engines were used and those studies that started from considering the student's level of development were chosen to ensure the construction of truly significant learning. They allowed us to assess the theoretical, pedagogical, and ethical references that underlie the design of a didactic unit in teacher training. The results show that every teaching unit must respond to a common thread that weaves the entire programming unit, with the flexibility that must characterize its design, conditioned by the particularities of the environment, the experience and appreciation of the teacher, the academic situation of their students, according to the curriculum. It is concluded that programming through didactic units favors sequencing and integrating the contents, transversal axes, evaluation system, use of ICT, advanced teaching methods, and teaching-learning strategies, coherently, within each unit of the study program, and following the general objectives of the level, the subject and the institution.