La realidad aumentada como estrategia de enseñanza de la taxonomía de especies vegetales arbóreas
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Rodríguez Tachack, Leady Esperanza
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EspañolFecha de publicación
2017-11-22
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Los estudiantes de grado octavo de la Institución Educativa San Lorenzo de Aburrá, trabajan para el segundo período el tema: Taxonomía Vegetal; buscando desarrollar estrategias de enseñanza, se planteó el uso de la tecnología de Realidad Aumentada y en específico de la Aplicación ARBOL-AR, diseñada por la autora. Esta experiencia, no solo permitió acercar el uso de tecnologías emergentes a espacios académicos, sino también que los estudiantes pusieran en práctica lo aprendido siendo conscientes del mundo vivo que los rodea. Aprovechando la dinámica del Aprendizaje Cooperativo, desde la metodología de Investigación Acción, se diseñó una Secuencia Didáctica que responde a los componentes: conceptual, procedimental y actitudinal; contando con la aplicación de un cuestionario KPSI, se implementó y se dio seguimiento a la propuesta en los grupos 82 y 83. La Secuencia Didáctica se complementó para el grupo 83 con el uso de la aplicación ARBOL-AR. Obteniendo resultados favorables en la enseñanza de la taxonomía vegetal.
Abstract: The eighth grade students of the San Lorenzo de Aburrá School had to study in the second period the theme: Plant Taxonomy. Then, as teacher, I was looked forward to developing a teaching strategy: the technology of Augmented Reality with the use of the Application ARBOL-AR. This tool was designed by the author This experience allowed students the use of emerging technologies in academic spaces and to put into practice what they learned, being aware of the living world that surrounds them at the same time. Taking advantage of the dynamics of Cooperative Learning and the methodology of Action Research, a Teaching Sequence was designed taking into account the components: conceptual, procedural and attitudinal. And with the application of a KPSI questionnaire, the Teaching Sequence was implemented and was followed in groups 82 and 83. The didactic sequence was complemented with the use of the ARBOL-AR application for group 83. Finally, favorable results were getting about teaching of plant taxonomy.
Abstract: The eighth grade students of the San Lorenzo de Aburrá School had to study in the second period the theme: Plant Taxonomy. Then, as teacher, I was looked forward to developing a teaching strategy: the technology of Augmented Reality with the use of the Application ARBOL-AR. This tool was designed by the author This experience allowed students the use of emerging technologies in academic spaces and to put into practice what they learned, being aware of the living world that surrounds them at the same time. Taking advantage of the dynamics of Cooperative Learning and the methodology of Action Research, a Teaching Sequence was designed taking into account the components: conceptual, procedural and attitudinal. And with the application of a KPSI questionnaire, the Teaching Sequence was implemented and was followed in groups 82 and 83. The didactic sequence was complemented with the use of the ARBOL-AR application for group 83. Finally, favorable results were getting about teaching of plant taxonomy.