Propuesta didáctica mediada por el aprendizaje mezclado para el mejoramiento de la enseñanza y del logro de competencias de los conceptos básicos de electricidad
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Esta propuesta didáctica tiene por objetivo mejorar los procesos de enseñanza de los conceptos básicos de la electricidad (voltaje, corriente y resistencia); para un aprendizaje significativo que potencialice las competencias de los estudiantes; mediante una intervención en el grado undécimo; usando como estrategia didáctica de enseñanza el Aprendizaje Mezclado y la Clase al Revés, clases presenciales y virtuales, preparadas en Moodle y en prácticas experimentales; a partir de una visión constructivista, enfocada en la investigación-acción-educación y desde el método crítico-social. Para la ejecución de esta estrategia didáctica se obtuvo información a partir de una prueba diagnóstica y un postest, y se evaluó mediante el empleo del factor de Hake, para verificar el impacto de su aplicación, es decir si los estudiantes pudieron superar las dificultades de aprendizaje de los conceptos asociados a la electricidad y les pudieron dar significados sustantivos y objetivos.
Abstract: This didactic proposal aims to improve the teaching processes of the basic concepts of electricity (voltage, current and resistance); in order to create meaningful learning that enhances the competences of the students; through intervention in the eleventh grade; using didactic teaching focused on Mixed Learning, the Flipped classroom, and classroom classes and virtual classes. Prepared in Moodle and in experimental practices; from a constructionist vision, focused on research-action-education and from the critical-social method. For the execution of this didactic strategy, information was obtained from a diagnostic test and a post-test, and it was evaluated by applying the Hake factor, to verify the impact of its application, that is to say, if the students were able to overcome the difficulties of learning the concepts associated with electricity, it could give them substantive and objective meanings.
Abstract: This didactic proposal aims to improve the teaching processes of the basic concepts of electricity (voltage, current and resistance); in order to create meaningful learning that enhances the competences of the students; through intervention in the eleventh grade; using didactic teaching focused on Mixed Learning, the Flipped classroom, and classroom classes and virtual classes. Prepared in Moodle and in experimental practices; from a constructionist vision, focused on research-action-education and from the critical-social method. For the execution of this didactic strategy, information was obtained from a diagnostic test and a post-test, and it was evaluated by applying the Hake factor, to verify the impact of its application, that is to say, if the students were able to overcome the difficulties of learning the concepts associated with electricity, it could give them substantive and objective meanings.