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Learning Unit The Paths of Knowledge

Curricular Area of Training Basic Modality On-course - Schooled

Experimental Sciences
Social Sciences
Disciplinary Field Code 108
Arts

Academic Period August-December 2018 Semester First

Frequencies
Elaboration Date February 16th, 2017 5
per Week

Credits per
Last Update Date June 15th, 2017 4
Semester

Experimental Sciences: Social Sciences: Extra

Evelia Boeta L. Classroom
Total Classroom
Oscar Cruz E. Erasmo Castillo R. 80%
Ruth Guzmán H. Sherry Osorio F. 20%
Carlos Lory M. Cecilia M. Silva M.
Responsible for the Lemya Manrique G. Carlos A. Mendoza Hours
Design of the Program Diana Monsiváis L. Ch.
M. Gpe. Morales P. 120 96 24
Verónica Rodríguez H. Arts:
Yolanda Zambrano Ch. Roberto Villanueva G.
Viviano Quistiano Ch.

Biblioteca Universitaria “Raúl Rangel Frías”, 4º piso

Av. Alfonso Reyes No. 4000 Nte., Col. del Norte
C.P. 64400, Monterrey, Nuevo León, México
Tels: (81) 8329 4121 – 8329 4122
Fax: (81) 8329 4000, ext. 6608
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STATEMENT

The learning unit (LU) denominated The Paths of Knowledge apply in general mode the paths of the generation of knowledge from a multidisciplinary
approach that allow to the student a first approximation to the analysis, reflection and valuation of forms in the construction of knowledge, at same time
recognize and analyze situations of the construction process and generation of scientific knowledge in experimental, social sciences and humanities.
Also promotes learning-based education and competency-based education, as well as academic innovation, structuring axes and transversal axis from
the Education Model of highschool of the UANL respectively, which will allow a significant learning, considering to the student as the center of the
teaching-learning process. Also, incorporate strategies within and outside the classroom to reinforce academic education of the student.

In each stage of learning unit the competencies to develop are expressed, the general competences, mentioned in the Academic Model of High School
of the UANL, as well as the generic ones with their attributes and disciplinary, established in the Secretarial Agreement 444 of the RIEMS. In the course
development the teacher will care the learning process, applying different strategies and types of evaluation as diagnostic, formative and summative
(Agreement 8 of the Steering Committee of the National Baccalaureate System) as well as self-evaluation, co-evaluation and hetero-evaluation, teacher
will guide to the students in each of activities, providing feedback and suggesting when its necessary, using various evaluation instruments, until achieve
the learning in the student.

The Path of Knowledge from first semester, corresponds to the area of basic training of the study plan of general baccalaureate from Academic Model of
High School of the UANL. it's transversal with the LU Introduction to Social Sciences and help as a precedent for the LU of the fields of Experimental,
Social Sciences and Humanities.

This LU is organised in four stages sequenced didactically: Foundations and development of human knowledge, where it deal the precedents of the
scientific method; Logic and knowledge, where it analyze the importance of logic in a scientific research; Scientific method in Experimental Sciences,
where it analyze the principles of the method for the resolution of experimental problems and finally the Scientific method in Social Sciences, where it
prove the solutions given to existing social problems through the application of this method.
In each stage it deal theorical content, as well as problems, whose resolution contribute to the develop of thinking abilities.

In the context of the modern knowledge society, require capable people to affront challenges and solve problems, that build and rebuild knowledge,
propose innovative solutions or take decisions of significant value that can be translated in courses of action characterised by its relevance, social
commitment and ethical approach. Thus, is important that resolutions, decisions and actions are conducted reflectively, keeping in mind that knowledge
makes up as of set of diverse wisdoms in the framework of a education situation within a specific context; for this reason, recognize the value of the
Biblioteca Universitaria “Raúl Rangel Frías”, 4º piso
Av. Alfonso Reyes No. 4000 Nte., Col. del Norte
C.P. 64400, Monterrey, Nuevo León, México
Tels: (81) 8329 4121 – 8329 4122
Fax: (81) 8329 4000, ext. 6608
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knowledge and ways of build it with validity and relevance, they're the principals contributions of this Learning Unit and through activities contributes to
reinforce the general, generic and basic disciplinary competences, as well as transversality in other disciplinary fields.

GENERIC COMPETENCES/GENERALS
OVERALL/ME FEATURES GENERIC/RIEMS SPECIFIC SOCIAL-EMOTIONAL SKILLS
8. Uses methods and CREATIVITY 5. Develops innovations and
techniques of traditional and Designs, analyze and propose solutions starting
forefront investigation for the explain projects applying from established methods
Attributes:
develop of it academic work, creativity and innovation in
5.2 Orders information
exercise of it profession and the resolution of problems, according to categories,
knowledge generation. taking as a base the hierarchies and relations.
Attributes principles, laws and 5.4 Builds hypothesis and
• Understand reflectively the concept. design and apply modesl to
stages that lead the test its validity
achievement of the objective.
• Processes information
using the information and
communication technologies.

5. Applies a logic, critic, REASONING 6. Sustains a personal

creative, proactive thinking to
analyze natural and social
events that allow to take
relevant decisions in its
sphere of influence in social
responsibility.
Attributes:
Processes ideas, concepts
and arguments reaching in a
conclusión, maintaining a
personal and liable position,
to assume consequence
itself.
position about the relevant
topics and general relevance,
considering other views
reflectively and critically.
Attributes:
6.1 Chooses the most
relevant information sources

Biblioteca Universitaria “Raúl Rangel Frías”, 4º piso

Av. Alfonso Reyes No. 4000 Nte., Col. del Norte
C.P. 64400, Monterrey, Nuevo León, México
Tels: (81) 8329 4121 – 8329 4122
Fax: (81) 8329 4000, ext. 6608
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 Chooses information for a specific purpose and

sources according to distinguish between them Active listening, empathy, critical thinking,
responsible criteria according to its relevance perspective taking.
and reliability
 Builds its view according to 6.2 Evaluate arguments and
the importance and opinions and identify
relevance. prejudices and fallacies.
7. Elaborates academic and Cooperation 8. Participates and
profesional, inter, multi, and Participates in assignated collaborate effectively in
transdisciplinary proposals tasks, individually or group, different groups.
Attributes:
according to the best respecting the diversity of
8.2 Provides sight equipment
worldwide practices to ideas.
with openess and
increase and consolidate Assertiveness, handling of interpersonal conflicts,
considerating the others
collaborative work. perspective taking.
opinions reflectively.
Attributes:
• Proposes its views and
respect others opinions.

Biblioteca Universitaria “Raúl Rangel Frías”, 4º piso

Av. Alfonso Reyes No. 4000 Nte., Col. del Norte
C.P. 64400, Monterrey, Nuevo León, México
Tels: (81) 8329 4121 – 8329 4122
Fax: (81) 8329 4000, ext. 6608
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BASIC DISCIPLINARY COMPENTENCES

FIELD COMPETENCE

Experimental Sciences 3. Identifies problems, formulate questions of scientific character and raise the
necessary hypothesis to answer it.
Experimental Sciences 4. Obtains, record and systematize the information to answer the questions of
scientific character, consulting key sources and making relevant experiments.
Social Sciences 1. Identifies the social knowledge and humanistic as a construction in constant
change.
Humanities 4. Distinguishes the importance of science and technology and its importance in
the develop of its community with philosophical foundations.
Humanities 5. Builds, evaluate and improve different types of argument, about its daily life
according with logical principles.

Biblioteca Universitaria “Raúl Rangel Frías”, 4º piso

Av. Alfonso Reyes No. 4000 Nte., Col. del Norte
C.P. 64400, Monterrey, Nuevo León, México
Tels: (81) 8329 4121 – 8329 4122
Fax: (81) 8329 4000, ext. 6608
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GRAFIC REPRESENTION OF THE LEARNING UNIT

Applies in general mode the paths of generation of knowledge, from a multidisciplinary approach, that allow
a first approximation for an analysis, reflection and valuation of forms in it builds knowledge and at same
time recognize and analyze cases of the process of construction and generation of the scientific knowledge
in experimental sciences, social sciences and humanities.

Stage 1 Stage 2 Stage 4

Stage 3
Foundations and Logic and knowledge Scientific method applied in
Scientific method in
development of human Social Sciences.
Experimental Sciences
knowledge - Identifies judgements and
- Recognizes different arguments. - Recognizes the field of study of
- Identifies and describe the
concepts about knowledge. - Esteems the reliabilityand Social Sciences.
steps of the Scientific and
- Distinguishes the validityof a reasoning. - Classifies the different
Experimental Method.
methodological process in - Recognizes the syllogism of investigation techniques in Social
- Applies the Experimental
ancient and modern classical logic Sciences.
Scientific Method.
science. - Interprets social implications - Examines the differences
- Identifies the importance of in the methodological between the research methods:
scientific knowledge in the development in science and qualitative, quantitative and
social and human technology. mixed.
development. - Develops and exemplify
- Distinguishes the different situations of investigation applied
types of science. in social sciences

El Método científico en las

ciencias experimentales

- Identifica los pasos del

- Construye juicios método científico.
Integrating Learning Product
- Construye argumentos - Describe las etapas del
- Construye juicios - Determina la confiabilidad y Project report.
Método científico
- Construye argumentos validez de las fuentes de experimental.
- Determina la confiabilidad y información - Analiza y aplica el Método
validez de las fuentes de - Analiza las implicaciones Científico experimental.
Biblioteca Universitaria
información “Raúl Rangel Frías”, 4º piso sociales del desarrollo
- Analiza
Av. Alfonso Reyes No. 4000 Nte., Col. del Norte
las implicaciones científico y tecnológico.
C.P. 64400,sociales
Monterrey, Nuevo León, México
del desarrollo
Tels: (81) 8329 4121 y– tecnológico.
científico 8329 4122
Fax: (81) 8329 4000, ext. 6608
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Name of Stage 1: Foundations and development of human knowledge

Formative Purpose: Identifies and recognize the importance of scientific methodology in the construction of knowledge to understand the develop of science
and technology and propitiate economic, political, social and cultural progress in society.

General competences and attributes:

5. Uses logic, critical, creative and proactive thinking to analyze natural and social events that allow to take relevant decisions in its sphere of influence with
social responsibility.

Attributes:
 Chooses the information sources according to responsible criteria.
 Integrates and structure new knowledge that allow it to a decision making progress with social responsibility

7. Elaborates academic proposals and profesional inter, multi and transdisciplinary according to the best worldwide practices to promote and consolidate the
collaborative work.
Attributes:
 Identifies the paths to follow in the develop of any problem through collaborative work.
 Proposes its views and respect others opinions.
 Works and participate with a positive attitude in the different roles of task assigned.

Generic competences and attributes:

6. Sustains a personal position about relevant topics and general relevance, considering another views critically and reflectively
6.1 Chooses the most relevant information sources for an specific goal and discriminate between them according to it relevance and reliability.
8. Participates and collaborate effectively in different teams.
8.2 Contributes views with openness and considerate others opinions reflectively.
Specific social-emotional skills
6. Active listening, empathy, critical thinking, perspective taking.
8. Assertiveness, handling of interpersonal conflicts, perspective taking.

Biblioteca Universitaria “Raúl Rangel Frías”, 4º piso

Av. Alfonso Reyes No. 4000 Nte., Col. del Norte
C.P. 64400, Monterrey, Nuevo León, México
Tels: (81) 8329 4121 – 8329 4122
Fax: (81) 8329 4000, ext. 6608
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Basic disciplinary competences of Arts:

4. Distinguishes the importance of science and technology and its importance in the develop of its community with philosophical foundations.
Elements of competence:
 Identifies approaches that allow to value the importance of science and technology in social development.
 Determines the philosophical foundations that underlie in the science and technology development.
Conceptual content:
- Epistemological basis of knowledge.
- Science and its method in the ancient times.
- Science and its method in modern times.
- Scientific Method.
- Science and technology: concept, distinctions, importance and impact.
- Wisdoms and type of sciences for its research process and construction of knowledge.

Procedural content:
- Recognizes different concepts about knowledge.
- Distinguishes the methodological processes in ancient and modern science.
- Identifies the importance of the scientific knowledge in the social and human development.
- Distinguishes the different types of science.
Attitudinal content:
- Estimates the importance of scientific knowledge in social and human development.
- Shows responsability in the development of its work.
- Collaborates actively in teamwork.
- Accepts with respect and tolerance other views.

Biblioteca Universitaria “Raúl Rangel Frías”, 4º piso

Av. Alfonso Reyes No. 4000 Nte., Col. del Norte
C.P. 64400, Monterrey, Nuevo León, México
Tels: (81) 8329 4121 – 8329 4122
Fax: (81) 8329 4000, ext. 6608
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Learning experiences (strategies and Evidence of learning Performance criteria Evaluation Resources
activities) of the phase
Materials Temporary
Type Tool Class Extra
Hours Classroom
Hours
Dimension 1. Recovery Timeline  Stresses principal ideas 24 6
The teacher guide a brainstorming about the science in the Self- Quiz
where students identify its previous ancient and modern times. evaluation
knowledge about technology and
respond a quiz about the topic.
 Orders the information of
Dimension 2. Comprehension the development of science
The student make a read in the in a timeline.
textbook and in required sources Checklist Textbook
by the teacher, marking the main Co-evaluation Internet
ideas about science in ancient and
 Reflects about the
modern times. After the reading, Rubric
make teams with the purpose of foundation of knowledge. Hetero- Projector
elaborate a timeline where they evaluation
mark the different stages of  Assumes a respect pose to Computer
science and technology its classmates and teacher. First Partial Equipment
development and its method; Exam
including a reflection that Hetero-
complement the timeline with  Works actively in team for evaluation
foundations of knowledge, when the achievement of the
the evidence is finished is objective.
presented in plenary session and
the teacher and classmates give
Biblioteca Universitaria “Raúl Rangel Frías”, 4º piso
Av. Alfonso Reyes No. 4000 Nte., Col. del Norte
C.P. 64400, Monterrey, Nuevo León, México
Tels: (81) 8329 4121 – 8329 4122
Fax: (81) 8329 4000, ext. 6608
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feedback.

Name of Stage 2: Logic and knowldege

Formative Purpose: Identifies judgments and valid or right arguments, observing the logical principles to understand the importance of logic in a rational demonstration and in the formulation of
conclusions in a scientific research.

General competences and attributes:

6. Uses logic, critical, creative and proactive thinking to analyze natural and social events that allow to take relevant decisions in its sphere of influence with
social responsibility.
Attributes:
 Builds its views according to the importance and relevance.
 Integrates and structure new knowledge that allow it to a decision making progress with social responsibility.

8. Elaborates academic proposals and profesional inter, multi and transdisciplinary according to the best worldwide practices to promote and consolidate the
collaborative work.

Attributes:
 Identifies the paths to follow in the develop of any problem through collaborative work.
 Proposes its views and respect others opinions
 Works and participate with a positive attitude in the different roles of task assigned.

Generic competences and attributes:

6. Sustains a personal position aobut relevant topics and general relevance considering another views critically and reflectively.
6.2 Evaluates arguments and opinions, identify bias and fallacies.
8. Participates and collaborate effectively in different teams.
8.2 Contributes views with openness and considérate other opinions reflectively.
Biblioteca Universitaria “Raúl Rangel Frías”, 4º piso
Av. Alfonso Reyes No. 4000 Nte., Col. del Norte
C.P. 64400, Monterrey, Nuevo León, México
Tels: (81) 8329 4121 – 8329 4122
Fax: (81) 8329 4000, ext. 6608
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Specific social-emotional skills

6. Active listening, empathy, critical thinking, perspective taking.
8. Assertiveness, handling of interpersonal conflicts, perspective taking.

Basic disciplinary competences of Arts:

5. Builds, evaluate and improve different types of argument, about its daily life according to the logical principles.
Elements of competence:
 Reviews the logical principles to express valid and right arguments in the formulation of its tasks.
Conceptual content:
- Concepts, judgements and reasoning.
- Logical principles of the judgements and arguments.
- Syllogism in classical logic
- Modern logic and its symbolic language.

Procedural content:
- Identifies judgements and arguments
- Esteems reliability and validity of a reasoning.
- Recognizes syllogism of classical logic.
- Interprets social implications of methodological development in science and technology.

Attitudinal content:
- Evaluates the importance of scientific knowledge in social and human development.
- Shows responsibility in the development of its work.
- Collaborates actively in teamwork.
- Accepts with respect and tolerance other views.

Biblioteca Universitaria “Raúl Rangel Frías”, 4º piso

Av. Alfonso Reyes No. 4000 Nte., Col. del Norte
C.P. 64400, Monterrey, Nuevo León, México
Tels: (81) 8329 4121 – 8329 4122
Fax: (81) 8329 4000, ext. 6608
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Learning Experiences Evidence of Performance criteria Evaluation Resources

(strategies and activities) learning of the
phase Materials Temporary
Type Tool Class Extra
Hours School
room
Hours
Dimension 1. Recovery Conceptual  Orders the main ideas about Self-evaluation Quiz 24 6
The teacher guide a Map the logical principles in the
brainstorming where students construction of scientific
identify its previous knowledge
knowledge.
about logic and it relation with
science and respond a quiz about  Assumes a position of
the topic. respect to its classmates and
teacher.
Dimension 2. Comprehension  Works actively in team to the
The student make a read in the achievement of the Co-evaluation Checklist Text Book
textbook and in required sources Internet
objective.
by the teacher, marking the main
ideas about the logical principles
in the construction of scientific Hetero-evaluation Rubric Projector
knowledge. It’s presented in
plenary session and the teacher Middle Term Computer
and classmates give feedback. At Exam Equipment
the end of the stage is designed
by the Direction of System of High
School a middle term exam,

Biblioteca Universitaria “Raúl Rangel Frías”, 4º piso

Av. Alfonso Reyes No. 4000 Nte., Col. del Norte
C.P. 64400, Monterrey, Nuevo León, México
Tels: (81) 8329 4121 – 8329 4122
Fax: (81) 8329 4000, ext. 6608
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where it evaluate the learning in

the first two stages.

Name of Stage 3: Scientific method in Experimental Sciences

Formative Purpose: Examines the steps of experimental scientific method in studies of social significance to evaluate the contributions of the science to the
development of humanity.

General competences and attributes:

8. Uses methods and traditional investigative techniques and forefront to the develop of its academic work, exercise of its profession and knowledge
generation.
Attributes
 Understands reflectively the stages that will lead to the achievement of the objective.
 Processes information using the information and communication technologies.
5. Applies logical, critic, creative and proactive thinking to analyze natural and social events that allow to take relevant decisions in its sphere of influence with
social responsibility.
Attributes
 Chooses information sources according to responsible criteria.
 Builds its view according to its importance and relevance.

Biblioteca Universitaria “Raúl Rangel Frías”, 4º piso

Av. Alfonso Reyes No. 4000 Nte., Col. del Norte
C.P. 64400, Monterrey, Nuevo León, México
Tels: (81) 8329 4121 – 8329 4122
Fax: (81) 8329 4000, ext. 6608
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Generic competences and attributes:

5. Develops innovations and propose solutions to problems with established methods.
5.2 Orders information according to categories, hierarchies and relations.
5.4 Build hypothesis, design and apply models to prove its validity
6. Sustains a personal position about relevant topics and general relevance, considering another views critically and reflectively
6.1 Chooses the most relevant information sources for an specific goal and discriminate between them according to it relevance and reliability.

Specific social-emotional skills

6. Active listening, empathy, critical thinking, perspective taking.

Basic disciplinary competences of Experimental Sciences:

3. Identifies problems, formulate questions of scientific carácter and raise hypothesis to answer it.
4. Obtains, register and systematize information to answer to questions of scientific character, consulting key sources and making relevant experiments.
Elements of competence:
Explains the experimental scientific method as a dynamic process for the knowledge generation.
Describes the application of the experimental scientific method as a study of cases of social relevance.
Conceptual content:
Experimental Scientific Method
- Experimental Scientific Method Steps.
- Experimental Sciences applications.

Procedural content:
- Identifies and describe the steps of Experimental Scientific Method.
- Applies the Experimental Scientific Method

Attitudinal content:
- Reflects about the importance of Experimental Scientific Method in the construction of knowledge.
- Collaborates actively in teamwork.
Biblioteca Universitaria “Raúl Rangel Frías”, 4º piso
Av. Alfonso Reyes No. 4000 Nte., Col. del Norte
C.P. 64400, Monterrey, Nuevo León, México
Tels: (81) 8329 4121 – 8329 4122
Fax: (81) 8329 4000, ext. 6608
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- Chooses information sources according to responsible criteria.

Learning Experiences Evidence of Performance criteria Evaluation Resources

(strategies and activities) learning of the
phase Materials Temporary
Type Tool Class Extra
Hours Classr
oom
Hours
Dimension 1. Recovery Written analysis  Records and order the Self-evaluation Quiz 24 6
The teacher promotes the information about the
participation of students in a steps of Experimental
brainstorming and they respond a
Scientific Method.
set of questions to identify their
preovious knowledge about
experimental scientific method.  Distinguishes
Experimental
Dimension 2. Comprehension Scientific Method to
The student make a read in detail the resolution of a Co-evaluation Checklist Textbook
in the textbook about the Internet
case of social
corresponding topic of the stage.
Biblioteca Universitaria “Raúl Rangel Frías”, 4º piso
Av. Alfonso Reyes No. 4000 Nte., Col. del Norte
C.P. 64400, Monterrey, Nuevo León, México
Tels: (81) 8329 4121 – 8329 4122
Fax: (81) 8329 4000, ext. 6608
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After the read the student reflects significance. Rubric

the comprehension of topics Hetero-evaluation Projector
organizing in a graphic organizar  Reflects about the
the stages of experimental
importance of Computer
scientific method and describing it.
In plenary session is hsared with Experimental Equipment
its classmates and the teacher Scientific Method in Second
reinforce the comprehension to the construction of Partial Exam
lead a group conclusion. knowledge.

Dimension 3. Analysis
The student analyze a case of
social relevance in the field of
Experimental Sciences where find
the experimental scientific method
and reporting results in writing,
including as introduction the
graphic organizer requested in
Dimension 2 and concluding with a
reflection about the Experimental
Scientific Method in the
construction of knowledge.

Biblioteca Universitaria “Raúl Rangel Frías”, 4º piso

Av. Alfonso Reyes No. 4000 Nte., Col. del Norte
C.P. 64400, Monterrey, Nuevo León, México
Tels: (81) 8329 4121 – 8329 4122
Fax: (81) 8329 4000, ext. 6608
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Name of Stage 4: Scientific method applied in Social Sciences.

Formative purpose: Applies the principles of scientific method in the studies of Social Sciences through strategy of a flow chart with the purpose of interpret
solutions given a real social problems.
General competences and attributes:
8. Uses methods and traditional investigative techniques and forefront to the develop of its academic work, exercise of its profession and
knowledge generation.
Attributes
• Understands reflectively the stages that will lead to the achievement of the objective.
5. Applies logical, critic, creative and proactive thinking to analyze natural and social events that allow to take relevant decisions in its sphere of
influence with social responsibility.
Attributes
 Chooses information sources according to responsible criteria.

Generic competences and attributes:

5. Develops innovations and propose solutions to problems with established methods.
5.2 Orders information according to categories, hierarchies and relations.
6. Sustains a personal position about relevant topics and general relevance, considering another views critically and reflectively
6.1 Chooses the most relevant information sources for an specific goal and discriminate between them according to it relevance and reliability.
Specific social-emotional skills
Active listening, empathy, critical thinking, perspective taking.
Basic disciplinary competences of Social Sciences:
1. Identifies social and humanistic knowledge as a construction in constant change.
Elements of competence:
Analyzes research methods that are used in Social Sciences and explain what are the investigation techniques in this discipline to identify social and
humanistic knowledge.
Conceptual content:
Field of study of Social Sciences.
- Scientific research method.
- Types and research techniques.

Biblioteca Universitaria “Raúl Rangel Frías”, 4º piso

Av. Alfonso Reyes No. 4000 Nte., Col. del Norte
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Tels: (81) 8329 4121 – 8329 4122
Fax: (81) 8329 4000, ext. 6608
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Approaches of investigation in Social Sciences.

- Quantitative Method
- Mixed Method

Examples of application of research Methods.

- Qualitative Method
- Quantitative Method

Procedural content:

- Recognizes the field of study of Social Sciences.

- Classifies the different research techniques in Social Sciences.
- Examines the difference between research techniques: qualitative, quantitative and mixed.
- Develops and exemplify situations of investigation applied in social sciences.

Attitudinal content:
- Handles information ethically
- Acts with responsibility in the development of work.
- Collaborates actively in teamwork.
- Shows respect and tolerance to opinions of its classmates and teacher.

Biblioteca Universitaria “Raúl Rangel Frías”, 4º piso

Av. Alfonso Reyes No. 4000 Nte., Col. del Norte
C.P. 64400, Monterrey, Nuevo León, México
Tels: (81) 8329 4121 – 8329 4122
Fax: (81) 8329 4000, ext. 6608
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Analytical Study Program of the Learning Unit
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Learning Experiences (strategies and Evidence of learning Performance criteria Evaluation Resources
activities) of the phase
Materials Temporary
Type Tool Class Extra
Hours Schoolroom
Hours
Dimension 1. Recovery Flow chart  Assumes with Self-evaluation Quiz Textbook 24 6
Through exploratory questions, the responsibility information
teacher identifies the level of management of the field Examples of
knowledge that students has, reports of
of study of social
regarding a field of study of professional
research of Social Sciences. sciences. research
projects
Dimension 2. Comprehension  Orders in the flow chart
The student make a active reading relevant elements to the Internet
about scientific method and its problem.
research techniques in Social Projector
Sciences and elaborate an essay.
 Uses reliable and Computer
Dimension 3. Analysis relevant information Checklist Equipment
Once elaborated the essay, the sources to the problem.
student explain in a narrative text Hetero-
the techniques and method that  Presents on time and evaluation
was used in a practical case of
form what was required,
research of Social Sciences
proposed by the teacher. for its feedback in class
with its teacher and
Dimension 4. Application classmates.
Applies the acquired knowledge in
previous dimensions to exemplify Observation
through a flow chart with a social Guide
Biblioteca Universitaria “Raúl Rangel Frías”, 4º piso
Av. Alfonso Reyes No. 4000 Nte., Col. del Norte
C.P. 64400, Monterrey, Nuevo León, México
Tels: (81) 8329 4121 – 8329 4122
Fax: (81) 8329 4000, ext. 6608
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problem of its environment,

following the instruction of the Co-evaluation
teacher and is presented en Rubric
plenary session to the group for it
feedback. At the end of the stage
it's designed by the System of Hetero-
Direction of High School a global evaluation
exam where is evaluate the
acquired knowledge in this LU.

Global Exam

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Av. Alfonso Reyes No. 4000 Nte., Col. del Norte
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Tels: (81) 8329 4121 – 8329 4122
Fax: (81) 8329 4000, ext. 6608
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Record of the student competences development

T
he Nexus Platform is a system that belongs to the UANL which is designed to create and administrate online courses, through this Platform the
Disciplinary Academic Groups (DAG) of the Direction of the System of Studies of Highschool (DSSH) design the master courses related to each learning
unit that make up the curriculum of the educational offering of Highschool. In the production of the courses, the DAG’s make rubrics to evalutate the
evidences of each phase and it allows the construction of the performance criteria with the attributes of the General and Generic Competences and the
Basic Disciplinary Competences described in each phase of the Learning Unit.
Through this platform the Academic Tracking System of Competences (ATSC) is fueled, which allows to keep track per student of the development of the
competences stated in each Learning Unit; this system shows a follow up per phase, learning unit, student and group of the general, generic, basic disciplinary
and professional competences.
Thus, it is important that the student uses this platform because it allows them to change habits, strategies and actions that leads them to successfully finish
their school career.

Student activities and teacher in the Nexus Platform

In the Nexus Platform, the student uploads the evidence of learning in each stage within the set time. The teacher access to the evidence that is uploaded to
the platform, they review and value it, using the designed instrument of evaluation (rubric) where they assign the level of domain achieved in each criteria
(Complete, enough, weak and without evidence) After the teacher reviews the evidence, the student can access to the evaluation and clearly identify in the
rubric the follow up (green, yellow and red) as well as the respective weighting which allows them to take relevant actions to achieve the indicated competences
in each learning unit. Below is shown the meaning of each color:
Green: when is clearly seen or the evidence is present in developing the attribute of the generic, disciplinary or professional competence.
Yellow: when the development of the attribute of the generic, disciplinary or professional competence is not presented with force or strength.
Red: when is evident that the attribute of the generic, disciplinary and profesional competence is still not developed.
The moment the student sees the color they obtained in the criteria of the rubric they can realize their areas of opportunity in a way that they can make the
proper modifications to the evidence and upload it again, so the teacher reviews again and thus, achieve the expected learning.

Biblioteca Universitaria “Raúl Rangel Frías”, 4º piso

Av. Alfonso Reyes No. 4000 Nte., Col. del Norte
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Tels: (81) 8329 4121 – 8329 4122
Fax: (81) 8329 4000, ext. 6608
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COMPREHENSIVE ASSESSMENT OF PROCESS AND PRODUCTS:

The next categories will be considered:

1. DIAGNOSTIC EVALUATION
Without creditable value. Applied to the beginning of the semester in order to identify the previous knowledge that the student has on the subject.

2. FORMATIVE EVALUATION
The portfolio of evidences understand the evidences indicated in the program that were made by the student as a result as the learning process in the
semester.

3. SUMMATIVE EVALUATION
For its determination, are taken the performance criteria reflected in the individual evidences of partial, middle course, global and learned exams that
conform the portfolio of evidences.

Evaluation tools and evidences Consideration

First partial exam 10 %
Middle course exam 15%
Second partial exam 10 %
Global exam 25 %
Portfolio of evidences 40 %

TOTAL 100%

Biblioteca Universitaria “Raúl Rangel Frías”, 4º piso

Av. Alfonso Reyes No. 4000 Nte., Col. del Norte
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Tels: (81) 8329 4121 – 8329 4122
Fax: (81) 8329 4000, ext. 6608
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Consideration of the 40% in the portfolio of evidences

Stage 1. Timeline 7%
Stage 2. Conceptual map 7%
Stage 3. Written analysis 7%
Stage 4. Flow chart 7%
Integrating Learning Product. Project report 12 %
TOTAL 40 %

Biblioteca Universitaria “Raúl Rangel Frías”, 4º piso

Av. Alfonso Reyes No. 4000 Nte., Col. del Norte
C.P. 64400, Monterrey, Nuevo León, México
Tels: (81) 8329 4121 – 8329 4122
Fax: (81) 8329 4000, ext. 6608
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Source of support and reference

1. Basic

2. Complementary
da
García M. Química I, Editorial Mc Graw Hill, México, 2010 2 . Edición.
Zumdahl D. Principios de química, Editorial Cengage Learning, México 2012. 7ª Edición.
Hernandez Sampieri Roberto y otros, Métodología de la investigación, Mc Graw Hill, México, 2ª edición.
Pimienta, Julio, Metodología de la investigación, Pearson Educación de México, 2014 2ª. Edición.
Morin, Edgar, El método 3, el conocimiento del conocimiento, Editorial Cátedra teorema, 2010.

3. Electronic
http://esepulveda.cl.tripod.com/teoria_del_conocimiento.htm
http://www.fullexperimentos.com/el-metodo-cientifico/

Biblioteca Universitaria “Raúl Rangel Frías”, 4º piso

Av. Alfonso Reyes No. 4000 Nte., Col. del Norte
C.P. 64400, Monterrey, Nuevo León, México
Tels: (81) 8329 4121 – 8329 4122
Fax: (81) 8329 4000, ext. 6608
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