Didactic Strategy: Interactive Digital Board in Teaching Learning Heat Capacity for High School

Autor/inn/en	Hernández Bravo, Martha Patricia; Obaya Valdivia, Adolfo Eduardo; Montaño Osornio, Carlos; Vargas-Rodríguez, Yolanda Marina
Titel	Didactic Strategy: Interactive Digital Board in Teaching Learning Heat Capacity for High School
Quelle	9 (2020) 10, S.216-223 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2319-7064
Schlagwörter	Chemistry; Science Instruction; Teaching Methods; Science Achievement; Thermodynamics; Teacher Competencies; Educational Technology; Technology Uses in Education; Constructivism (Learning); Heat; Scientific Concepts; Concept Formation; College Students; Student Attitudes; Bulletin Boards; Interactive Video; Visual Aids; Foreign Countries; Mexico + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Thermodynamik; Lehrkunst; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hitze; Concept learning; Begriffsbildung; Collegestudent; Schülerverhalten; Wandzeitung; Interaktives Video; Anschauungsmaterial; Ausland; Mexiko
Abstract	In the case of Chemistry subjects at the higher middle level, students tend to have a low performance in terms of academic exploration, either because of lack of motivation or lack of preparation in previous courses. In order to improve not only the academic performance of students in some topics of thermodynamics, but also the quality of teaching, this work proposes the use of some technological tools and practices combined with a constructivist methodology for teaching learning the subject heat capacity at constant pressure. A didactic sequence is designed that includes the use of interactive board as a learning teaching tool, as well as a teaching sequence that did not include the use of the board, to determine the influence of this tool on academic performance. To assess the scope in learning teaching, a questionnaire was designed, which was previously validated with groups of university students. The evaluation was designed for the topic of heat capacity, thus identifying the main alternative conceptions of students, the degree of learning regarding thermodynamic concepts in order to compare the pre- and post-teaching knowledge applied. The results of the post-didactic sequence evaluation, from the point of view of the student who learned using the interactive board, identify an improvement in understanding the main topics, a better willingness to work in the classroom, the ability to molecular representation of phenomena and an improvement in their verbal expression. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01