El aprendizaje significativo aplicado a las derivadas de las funciones implícitas mediante la metodología de la clase invertida
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2022-09
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Universidad de Guayaquil. Facultad de Filosofía, Letras y Ciencias de la Educación.
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El objetivo de esta investigación se centró en, analizar la incidencia del rendimiento académico mediante el uso de la clase invertida para lograr un aprendizaje significativo de derivadas de funciones implícitas, en los estudiantes de cuarto semestre de la Carrera Pedagogía de las Ciencias Experimentales con Titulación en Licenciado/a en Pedagogía de las Matemáticas y la Física, de la universidad de Guayaquil. Para lograr el objetivo, se aplicó un estudio cuasiexperimental, en el que elegimos dos paralelos de cuarto semestre, a uno de los paralelos le aplicamos la clase invertida para el aprendizaje de derivadas en funciones implícitas y al otro paralelo le aplicamos una clase tradicional para el aprendizaje del mismo tema, después se aplicó el mismo test a los dos grupos y comparamos los resultados. Al final se verificó diferencias significativas en las medias, en donde la media del grupo experimental es mayor que la del grupo de control.
The objective of this research was focused on analyzing the incidence of academic performance through the use of the inverted class to achieve significant learning of derivatives of implicit functions, in fourth-semester students of the Pedagogy Career of Experimental Sciences with a Degree in Pedagogy of Mathematics and Physics, from the University of Guayaquil. To achieve the objective, a quasi-experimental study was applied, in which we chose two fourth-semester parallels, to one of the parallels we applied the inverted class for learning derivatives in implicit functions and to the other parallel we applied a traditional class for the learning of derivatives. learning the same topic, then the same test was applied to the two groups and the results were compared. At the end, significant differences were verified in the means, where the mean of the experimental group is greater than that of the control group.
The objective of this research was focused on analyzing the incidence of academic performance through the use of the inverted class to achieve significant learning of derivatives of implicit functions, in fourth-semester students of the Pedagogy Career of Experimental Sciences with a Degree in Pedagogy of Mathematics and Physics, from the University of Guayaquil. To achieve the objective, a quasi-experimental study was applied, in which we chose two fourth-semester parallels, to one of the parallels we applied the inverted class for learning derivatives in implicit functions and to the other parallel we applied a traditional class for the learning of derivatives. learning the same topic, then the same test was applied to the two groups and the results were compared. At the end, significant differences were verified in the means, where the mean of the experimental group is greater than that of the control group.
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CLASE INVERTIDA, APRENDIZAJE SIGNIFICATIVO
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