Uso de laboratorios virtuales en la enseñanza de las reacciones químicas
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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 presente trabajo abordó como problemática educativa la ausencia de espacios experimentales óptimos donde los estudiantes puedan afianzar los conocimientos de Química de manera práctica. La finalidad del estudio fue analizar el uso de laboratorios virtuales en la enseñanza de las reacciones químicas, empleando los Entornos Virtuales de Aprendizaje (EVA) para la comprensión por parte de los estudiantes de cómo se producen dichos procesos en tiempo real. El estudio se fundamentó en las concepciones teóricas más recientes sobre el programa VLabQ y la enseñanza de los contenidos clave para desarrollar los experimentos virtuales, sustentándose bajo la metodología del ADG. El enfoque metodológico fue polimodal; se empleó principalmente la investigación descriptiva junto con métodos teórico-prácticos y técnicas como la entrevista y encuesta. La muestra estuvo conformada por 125 individuos de la Unidad Educativa Santa Lucía, incluyendo la máxima autoridad institucional, lo que permitió caracterizar el estado actual de los estudiantes con respecto a las variables de estudio. Las técnicas permitieron reconocer la importancia de emplear un recurso para hacer laboratorio ya que, al momento de abordarse sobre el uso de laboratorios virtuales en Química, se percibió gran interés por suplir tal necesidad. Para garantizar un proceso formativo de calidad, así como llevar un seguimiento de la enseñanza de reacciones químicas mediante el uso del laboratorio virtual VLabQ, en la propuesta educativa se consideraron los respectivos elementos curriculares para establecer el nivel de comprensión alcanzado por los estudiantes a medida que desarrollan diez talleres orientados a la elaboración de reportes de laboratorio.
The present work approached as an educational problem the absence of optimal experimental spaces where students can strengthen their knowledge of Chemistry in a practical way. The purpose of the study was to analyze the use of virtual laboratories in the teaching of chemical reactions, using Virtual Learning Environments (VLE) so that students understand how these processes occur in real time. The study was based on the most recent theoretical conceptions about the VLabQ program and the teaching of the key contents to develop virtual experiments, based on the GDL methodology. The methodological approach was qualitative-quantitative; descriptive research was mainly used together with theoretical-practical methods and techniques such as interviews and surveys. The sample consisted of 125 people from “Santa Lucía” High School, including the principal, which made it possible to characterize the status of the students with respect to the research variables. The techniques allowed recognizing the importance of using a resource to make experimental activities because, when discussing the use of virtual laboratories in Chemistry, great interest in meeting such a need was perceived. To guarantee a quality training process, as well as to follow up on the teaching of chemical reactions using the VLabQ virtual laboratory, the respective Curricular elements were considered in the educational proposal to establish the level of understanding reached by the students, as they develop ten workshops aimed at preparing laboratory reports.
The present work approached as an educational problem the absence of optimal experimental spaces where students can strengthen their knowledge of Chemistry in a practical way. The purpose of the study was to analyze the use of virtual laboratories in the teaching of chemical reactions, using Virtual Learning Environments (VLE) so that students understand how these processes occur in real time. The study was based on the most recent theoretical conceptions about the VLabQ program and the teaching of the key contents to develop virtual experiments, based on the GDL methodology. The methodological approach was qualitative-quantitative; descriptive research was mainly used together with theoretical-practical methods and techniques such as interviews and surveys. The sample consisted of 125 people from “Santa Lucía” High School, including the principal, which made it possible to characterize the status of the students with respect to the research variables. The techniques allowed recognizing the importance of using a resource to make experimental activities because, when discussing the use of virtual laboratories in Chemistry, great interest in meeting such a need was perceived. To guarantee a quality training process, as well as to follow up on the teaching of chemical reactions using the VLabQ virtual laboratory, the respective Curricular elements were considered in the educational proposal to establish the level of understanding reached by the students, as they develop ten workshops aimed at preparing laboratory reports.
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PRACTICA PEDAGOGICA, ENTORNO EDUCACIONAL, TALLER EDUCATIVO, TECNOLOGIA