Herramientas tecnológicas de simulación y su ausencia en el proceso de enseñanza - aprendizaje.
The objective of the research was to establish how the technological simulation tools and their absence in the teaching-learning process, affect the integration of contents to practice, for the development of competences and performance skills, of the third year of High School, of the "Unidad E...
| Autores: | , |
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| Formato: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Ecuador |
| Recursos: | Universidad de Otavalo |
| Repositorio: | Repositorio Universidad de Otavalo |
| Idioma: | español |
| OAI Identifier: | oai:repositorio.uotavalo.edu.ec:52000/721 |
| Acesso em linha: | http://repositorio.uotavalo.edu.ec/handle/52000/721 |
| Access Level: | acceso abierto |
| Palavra-chave: | Educación Herramientas tecnológicas Enseñanza-Aprendizaje Calidad |
| Resumo: | The objective of the research was to establish how the technological simulation tools and their absence in the teaching-learning process, affect the integration of contents to practice, for the development of competences and performance skills, of the third year of High School, of the "Unidad Educativa Alfredo Pérez Guerrero", academic period 2021 - 2022, which has difficulty for the optimal understanding and the impulse of experiential activities. The data were analyzed using inferential and descriptive statistics, with a mixed approach, the instrument for data collection was the survey designed with the Likert scale, with the presentation of results in bar chart. In the study it was evidenced that the institution has technological resources, but it is the relationship between experience and theory, which does not achieve the achievement goals set out in its entirety, making it necessary to implement the active simulation methodology to improve this reality. In fact, the information was validated through the chi-square test and Spearman's correlation, allowing the acceptance of the alternative hypothesis: The application of technological simulation tools will improve the integration of contents and practice in the development of the teaching-learning process, since the significance is in the range of 5%. As a conclusion, it was highlighted that learning is more receptive when the theoretical-practical is related, favoring the development of significant learning, supported by the pillars of education, which increase the quality of education. |
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