El aprendizaje significativo de la primera ley de newton utilizando el aula invertida y las simulaciones digitales
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2020-06
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Universidad de Guayaquil. Facultad de Filosofía, Letras y Ciencias de la Educación.
Resumen
El propósito de la investigación consiste en el análisis del impacto cognitivo que origina
la implementación del aprendizaje significativo de la primera ley de Newton utilizando el
aula invertida y las simulaciones digitales. La conceptualización de la ley de inercia es la
base principal para el dominio y fácil aprendizaje de las leyes del movimiento. La
secuencia instruccional fue aplicada a los estudiantes de la carrera de físico y
matemáticas de la universidad de Guayaquil, dicha propuesta consiste en la preparación
de actividades constructivistas que faciliten el entendimiento del concepto de la primera
ley de Newton. Estas actividades fueron evaluadas con una prueba de entrada y de salida
que aportaron información que permite ser sometida a un estudio estadístico de tipo
cuali – cuantitativo. A través de este estudio se demostró que aplicar metodologías como
el aula invertida mejora tanto la calidad del proceso de enseñanza aprendizaje,
obteniendo como consecuencia un aprendizaje significativo.
The purpose of the research is the analysis of the cognitive impact that originates the implementation of the significant learning of Newton's first law using the inverted classroom and digital simulations. The conceptualization of the law of inertia is the main basis for mastery and easy learning of the laws of motion. The instructional sequence was applied to the students of the physics and mathematics career of the University of Guayaquil, this proposal consists in the preparation of constructivist activities that facilitate the understanding of the concept of Newton's first law. These activities were evaluated with an entry and exit test that provided information that allows for a qualitative - quantitative statistical study. Through this study, it was demonstrated that applying methodologies such as the inverted classroom improves both the quality of the teachinglearning process, resulting in significant learning
The purpose of the research is the analysis of the cognitive impact that originates the implementation of the significant learning of Newton's first law using the inverted classroom and digital simulations. The conceptualization of the law of inertia is the main basis for mastery and easy learning of the laws of motion. The instructional sequence was applied to the students of the physics and mathematics career of the University of Guayaquil, this proposal consists in the preparation of constructivist activities that facilitate the understanding of the concept of Newton's first law. These activities were evaluated with an entry and exit test that provided information that allows for a qualitative - quantitative statistical study. Through this study, it was demonstrated that applying methodologies such as the inverted classroom improves both the quality of the teachinglearning process, resulting in significant learning
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AULA INVERTIDA, APRENDIZAJE SIGNIFICATIVO, LEY DE LEWTON
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APA