Diseño y evaluación de e-actividades para la conceptualización de la antiderivada
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2022-09
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Universidad de Guayaquil. Facultad de Filosofía, Letras y Ciencias de la Educación.
Resumen
El presente estudio busca verificar si las e-actividades, desarrolladas a partir de la Teoría de los Campos Conceptuales, producen efectos positivos o negativos en la conceptualización de la antiderivada; para lo cual se implementó el diseño cuasi experimental tomando como muestra a primer semestre de la Carrera de Economía. El paralelo A representó al grupo de control, donde su enseñanza sobre este tema fue mediante una clase tradicional; mientras que al paralelo B se lo consideró grupo experimental, con quienes se resolvieron las tareas en línea. Finalmente, se aplicó una prueba de base estructurada y al comparar los resultados se evidenció estadísticamente que las e-actividades si influyen en la conceptualización de la antiderivada, pues “p” obtuvo un valor de 0.036 luego de realizarse la prueba T.
The present study seeks to verify if the e-activities, developed from the Theory of Conceptual Fields, produce positive or negative effects in the conceptualization of the antiderivative; for which the quasi-experimental design was implemented, taking as a sample the first semester of the Economics Degree. Parallel A represented the control group, where their teaching on this topic was through a traditional class; while parallel B was considered an experimental group, with whom the tasks were solved online. Finally, a structured base test was applied and when comparing the results, it was statistically evidenced that the e-activities do influence the conceptualization of the antiderivative, since "p" obtained a value of 0.036 after performing the T test.
The present study seeks to verify if the e-activities, developed from the Theory of Conceptual Fields, produce positive or negative effects in the conceptualization of the antiderivative; for which the quasi-experimental design was implemented, taking as a sample the first semester of the Economics Degree. Parallel A represented the control group, where their teaching on this topic was through a traditional class; while parallel B was considered an experimental group, with whom the tasks were solved online. Finally, a structured base test was applied and when comparing the results, it was statistically evidenced that the e-activities do influence the conceptualization of the antiderivative, since "p" obtained a value of 0.036 after performing the T test.
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E-ACTIVIDADES, CONCEPTUALIZACIÓN DE ANTIDERIVADA
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APA