Publication: Aplicación de un libro electrónico para el aprendizaje de la hoja
de cálculo dirigido a estudiantes de sexto grado
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Date
2017
Authors
Contreras Rodríguez, Mario José
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Publisher
Universidad de Murcia, Servicio de Publicaciones
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Este estudio se desarrolló en el nivel de sexto grado de primaria en la asignatura de informática.
Supuso exponer al estudiante a la necesidad de interactuar con un medio didáctico digital en formato de
libro electrónico, para mejorar el aprendizaje de la hoja de cálculo. Se enmarca dentro de la metodología
denominada Comprensión Holística de la Investigación, holotipo interactivo. Para el diagnóstico se
entrevistó a docentes de la especialidad, lo cual permitió describir los problemas que afectan la
enseñanza de la hoja de cálculo. Luego se elaboró una propuesta de libro electrónico, con base en
estrategias cognoscitivas, la cual se aplicó a una muestra de treinta y ocho alumnos. El procedimiento
incluyó la administración de una prueba de conocimientos en calidad de pretest, luego se registró el
desempeño de los estudiantes mediante la observación participante y, posteriormente, se aplicó el
postest. Se utilizaron técnicas de análisis cuantitativo, a través del procesamiento estadístico, y cualitativo
de acuerdo al paradigma naturalista. Esto último incluyó la descripción de los eventos e interpretación
apoyada por la teoría correspondiente. Los resultados, desde lo cuantitativo, sugieren que los cambios
apreciados se debieron a la intervención realizada. En lo cualitativo, los alumnos realizaron ajustes en
cuanto a la manera de accionar frente a un material novedoso, lo cual abarcó la lectura no lineal, resolver
situaciones e interactuar con el docente y sus compañeros, como parte de un proceso de elaboración y
construcción. En este sentido, las evidencias reflejaron un desarrollo en las habilidades de tipo
procedimental y la capacidad de manejar información de manera fragmentaria y asociativa.
The study was developed at the level of sixth grade, computer course and makes the student interact with a digital teaching aid in eBook format, to improve the learning of spreadsheet. The methodology is based on holistic research method, interactive type. The diagnosis phase included interviews to informatics teachers, which allowed describe the problems affecting the teaching of the spreadsheet. Then a proposal of eBook, based on cognitive strategies, was elaborated and applied to a sample of 38 students. The procedure included a pre-test, student performance registration by participant observation and the post-test. Quantitative analysis techniques were used, through statistical processing, and also qualitative according to naturalistic paradigm. Here events description and interpretation supported by the corresponding theory was performed. Quantitative results suggest that changes were due to the intervention, while qualitative results indicate that students made adjustments on how to work with a new teaching aid, which included the non-linear reading, having to reflect on how to resolve situations and interact with teacher and peers, as part of a process of development and construction. The evidence reflected skills development of procedural type and the ability to deal with information in a fragmentary and associative mode.
The study was developed at the level of sixth grade, computer course and makes the student interact with a digital teaching aid in eBook format, to improve the learning of spreadsheet. The methodology is based on holistic research method, interactive type. The diagnosis phase included interviews to informatics teachers, which allowed describe the problems affecting the teaching of the spreadsheet. Then a proposal of eBook, based on cognitive strategies, was elaborated and applied to a sample of 38 students. The procedure included a pre-test, student performance registration by participant observation and the post-test. Quantitative analysis techniques were used, through statistical processing, and also qualitative according to naturalistic paradigm. Here events description and interpretation supported by the corresponding theory was performed. Quantitative results suggest that changes were due to the intervention, while qualitative results indicate that students made adjustments on how to work with a new teaching aid, which included the non-linear reading, having to reflect on how to resolve situations and interact with teacher and peers, as part of a process of development and construction. The evidence reflected skills development of procedural type and the ability to deal with information in a fragmentary and associative mode.
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