Palabras clave
tecnologías de la información y comunicación
herramientas digitales
enseñanza-aprendizaje
educación secundaria
herramientas digitales
enseñanza-aprendizaje
educación secundaria
Cómo citar
Pico Tuarez, A. C., & Oviedo, M. C. (2023). Aplicación de las TIC en el proceso de enseñanza–aprendizaje de Biología en la educación secundaria. Minerva, 4(10), 49-55. https://doi.org/10.47460/minerva.v4i10.95
Resumen
La educación ha sufrido importantes cambios en los últimos años, estas transformaciones involucran el uso de las tecnologías en su amplio espectro, desde recursos metodológicos hasta herramientas de acceso para el desarrollo de la academia. En este sentido, el manejo de las Tecnologías de la Información y Comunicación (TIC) en la enseñanza resulta de gran importancia tanto para estudiantes como docentes, de manera que sea posible integrar conocimientos con habilidades, que produzcan un egresado más apto a los retos del mundo moderno. En este trabajo se analizó el desempeño estudiantil a partir del uso de las herramientas digitales desde una perspectiva de clase invertida, con el fin de conocer qué tan oportuno y útil es el uso de herramientas TIC para la enseñanza y qué tan cómodo es para el aprendizaje. Los principales resultados muestran que el uso de las TIC resulta de gran interés para los estudiantes y aporta significativamente al aprendizaje.
Citas
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[3] Banco Mundial, «Banco Mundial,» 17 agosto 2022. [En línea]. Available:https://www.bancomundial.org/es/home.
[4] Y. Bosse y M. Gerosa, «Why is programming so difficult to learn: Patterns of Difficulties Related to Programming Learning Mid-Stage,» ACM SIGSOFT Software Engineering Notes, p. 41, 2016.
[5] E. Brewe, « Modeling theory applied: Modeling Instruction in introductory physics,» American Journal of Physics, pp. 25-37, 2008.
[6] Infobae, «La pobreza estructural de América Latina: el gráfico que muestra cómo está la región,» 11 02 2023. [En línea]. Available: https://www.infobae.com/america/america-latina/2022/12/28/la-pobreza-estructural-de-america-latina-el-grafico-que-muestra-como-esta-la-region/.
[7] M. Caballero, «Computation across the curriculum: What skills are needed,» de Proceedings of the Physics Education Research Conference, MD, 2015.
[8] A. Dyson y C. Genishi, «On the Case: Approaches to Language and Literacy Research,» de Teachers College Press, New York, 2005.
[9] P. Hamerski, D. McPadden, M. Caballero y P. Irving, «Students' perspectives on computational challenges in physics class,» Physics Education, pp. 1-27, 2022.
[10] S. Kapon, A. Laherto y O. Levrini, «Disciplinary authenticity and personal relevance in school science,» Science Education, p. 102, 2018.
[11] T. Jenkins, «On the Difficulty of Learning to Program,» de 3rd Annual LTSN-ICS Conference Proceedings, Londres, Reino Unido, 2002.
[12] P. Irving, M. Obsniuk y M. Caballero, «P3: A Practice Focused Learning Environment,» European Journal of Physics, p. 055701, 2017.
[13] P. Irving, D. McPadden y M. Caballero, «Communities of practice as a curriculum design theory in an introductory physics class for engineers,» Phys. Rev. Phys. Educ. Res, p. 16, 2020.
[14] D. Weintrop, E. Beheshti, M. Horn, K. Orton, K. Jona, L. Trouille y U. Wilensky, «Defining Computational Thinking for Mathematics and Science Classrooms,» Journal of Science Education and Technology, p. 25, 2016.
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[16] M. Caballero, K. Fisler, R. Hilborn, C. Romanowicz y R. Vieyra, «American Association of Physics Teachers,» The American Association of Physics Teachers, College Park, 2020.
[17] R. Serbanescu, P. Kushner y S. Stanley, «Putting computation on a par with experiments and theory in the undergraduate physics curriculum,» American Journal of Physics, 2011.
[18] M. Fidan y M. Tuncel, «Integrating augmented reality into problem-based learning: The effects on learning achievement and attitude in physics education,» Computers & Education, p. 142, 2019.
[19] H. Fennell, J. Lyon, A. Magana, S. Rebello, C. Rebello y Y. Peidrahita, «Designing hybrid physics labs: combining simulation and experiment for teaching computational thinking in first-year engineering,» IEEE, 2019.
[20] A. Schweinle, D. Meyer y J. Turner, «Striking the Right Balance: Students’ Motivation and Affect in Elementary Mathematics,» The Journal of Educational Research, p. 99, 2006.
[21] K. Kennedy, «Top 10 Smart technologies for Schools: Artificial Intelligence,» 2002. [En línea]. Available: https://www.youtube.com/watch?v=MMjVjirQuFM.
[22] A. Gupta, A. Elby y B. Danielak, «Exploring the entanglement of personal epistemologies and emotions in students’ thinking,» Physical Review Physics Education Research, p. 14, 2018.
[23] Ministerio de Educación del Ecuador, 2020. [En línea]. Available: https://educacion.gob.ec/.
[24] L. Malmi, J. Sheard, P. Kinnunen, K. Simon y J. Sinclair, «Theories and Models of Emotions, Attitudes, and Self-Efficacy in the Context of Programming Education,» de Proceedings of the 2020 International Computing Education Research Conference, New Zelanda, 2020.
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