Las simulaciones interactivas como objetos de aprendizaje en el desarrollo de las competencias explicación de fenómenos e indagación en las ciencias naturales en 9°
The objective of this research work is to analyze the effect of interactive simulations as learning objects in the development of competencies, explanation of phenomena and inquiry in Natural Sciences in 9th grade. To do this, a research process was carried out, envisioned from a quantitative approa...
- Autores:
-
Montoya Vizcaíno, María Elena
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2017
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/55
- Acceso en línea:
- https://hdl.handle.net/11323/55
https://repositorio.cuc.edu.co/
- Palabra clave:
- Simulaciones interactivas
Competencias explicación de fenómenos e indagación
Objetos de aprendizaje
- Rights
- openAccess
- License
- Atribución – No comercial – Compartir igual
| Summary: | The objective of this research work is to analyze the effect of interactive simulations as learning objects in the development of competencies, explanation of phenomena and inquiry in Natural Sciences in 9th grade. To do this, a research process was carried out, envisioned from a quantitative approach, oriented from an empirical-analytical paradigm, with a quasi-experimental design and an explanatory-type scope. On the other hand, the validation of the instrument was carried out through a pilot test and an internal consistency measure was used, such as Crombach's alpha and content validation by experts. As regards the population, it is made up of 131 9th grade students of the I.E.D. Liceo Pivijay represented by 67 men and 64 women. With a non-probabilistic sample of 67 participants, of which 35 students formed the experimental group and 32 the control group. To these two groups a pre-test of 23 items was applied with the purpose of identifying the level of scientific competences explanation of phenomena and inquiry. Subsequently, the experimental group underwent interventions for three months, using interactive simulations as a teaching resource, while the traditional method was used with the control group. Then a post-test was applied to both participating groups. The results indicate that interactive simulations as learning objects are appropriate pedagogical tools to enhance in students the scientific competences explanation of phenomena and inquiry, also have a positive effect on the development of the same when not used to this type of means. |
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