Estrategias didácticas para el aprendizaje de la tabla periódica en los estudiantes de primer año BGU, Unidad educativa Intercultural Bilingüe Duchicela Shyri XII periodo lectivo 2022 – 2023
ABSTRACT: This research was intended to apply the Planet Jigsaw-Learning strategy called the table-breaking to improve the learning process of the periodic table on first-year BGU students from the Duchicela Bilingual Intercultural Educative Unit Shyri XII during the 2022 - 2023 academic term, being...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Ecuador |
| Institución: | Universidad Nacional de Chimborazo |
| Repositorio: | Repositorio Universidad Nacional de Chimborazo |
| Idioma: | español |
| OAI Identifier: | oai:localhost:51000/11609 |
| Acceso en línea: | http://dspace.unach.edu.ec/handle/51000/11609 |
| Access Level: | acceso abierto |
| Palabra clave: | Estrategia didáctica aprendizaje aprendizaje, Rompe tabla |
| Sumario: | ABSTRACT: This research was intended to apply the Planet Jigsaw-Learning strategy called the table-breaking to improve the learning process of the periodic table on first-year BGU students from the Duchicela Bilingual Intercultural Educative Unit Shyri XII during the 2022 - 2023 academic term, being applied for 8 weeks. The research methodology accounts for a cuasi-experimental research design, descriptive, documentary and field whose data collecting tools were a survey, an observation sheet as well as the student scores report, the study quantitative data analysis was carried out by using the statistics software InfoStat. Thus, the study results showed that the learning - table breaking strategy is an effective didact strategy in developing students learning since it allowed them to improve their learning skills by the linking their visual and mental scaffolding enhanced by such didactic strategy. Therefore, we can conclude that the frequent use of this pedagogic tool on the Jigsaw Planet platform improved student understanding of the periodic table. For instance, comparing the students grades before and after the implementation of this teaching strategy, it was observed that the percentage variation increased by 57%, alike similar results were reported by Martínez (2019) and Marcano (2020). Furthermore, the T-Student statistics test was used in testing dependent samples in order to determine if there are significant differences between the student achievement on the pre-test and post-test, that is, it enhances student motivation to achieve more significant knowledge of the chemical elements of the periodic table and helps them to better understand how the chemistry science content is related to the other experimental sciences contents. Hence the application of innovative digital teaching resources has a positive impact on student learning enabling them to have not only a better understanding of the periodical table elements but also a better performance on the chemistry subject in a correlation with other experimental science contents. Key words: Didactic strategies, knowledge, periodic table, the table breaking |
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