Una ecología de aprendizaje implementada en un curso de química general y su relación con el aprendizaje autorregulado en el estudiantado
Fecha
2024
Tipo
tesis de maestría
Autores
Carazo Mesén, Jenncy
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Resumen
La Química es una ciencia abstracta con desafíos conceptuales tanto es su aspecto microscópico como macroscópico lo que dificulta su comprensión. En respuesta a esta complejidad, las personas docentes universitarias no solo deben poseer el dominio del contenido, sino también crear ambientes propicios para el aprendizaje, promoviendo actividades significativas. La integración de recursos tecnológicos en el ámbito de la educación universitaria ha abierto nuevas oportunidades para mejorar la comprensión de conceptos abstractos. La inclusión digital ha impulsado el surgimiento de las ecologías de aprendizaje (EA), estructuras dinámicas que fomentan la construcción del conocimiento. Esta investigación se centró en el diseño e implementación de una EA en un curso de Química General de la Universidad de Costa Rica en un entorno virtual utilizando Moodle, con el propósito de fomentar el aprendizaje autorregulado entre un grupo estudiantil de carreras de Ingeniería Industrial y Mecánica SPI. Se empleó un enfoque mixto, con un diseño de modelo dominante incrustado. La muestra incluyó a estudiantes de ambas carreras matriculados en el curso durante el primer ciclo de 2023. Se destacó que la motivación, la planificación y el control son pilares clave para la autorregulación del aprendizaje. Los resultados revelaron una asociación significativa entre los indicadores de aprendizaje autorregulado y el uso de recursos tecnológicos dentro de la EA. Se obtuvo una satisfacción general del estudiantado con la EA, destacando su utilidad para un aprendizaje completo y efectivo. Estructurar la EA de manera que promueva el desarrollo de todas las fases del aprendizaje autorregulado conforme a las necesidades y preferencias del estudiantado podría maximizar el potencial educativo de este tipo de entornos en el contexto de la Química y otras disciplinas en el ámbito universitario.
Chemistry is an abstract science with conceptual challenges in both its microscopic and macroscopic aspects, which makes its understanding difficult. In response to this complexity, university teachers must not only master the content, but also create environments conducive to learning, promoting meaningful activities. The integration of technological resources in the field of higher education has opened new opportunities to improve the understanding of abstract concepts. Digital inclusion has driven the emergence of learning ecologies (LE), dynamic structures that foster the construction of knowledge. This research focused on the design and implementation of an LE in a General Chemistry course at the University of Costa Rica in a virtual environment using Moodle, with the purpose of promoting self-regulated learning among a group of students studying Industrial Engineering and SPI Mechanics. A mixed approach was used, with an embedded dominant model design. The sample included students from both majors enrolled in the course during the first cycle of 2023. It was highlighted that motivation, planning and control are key pillars for the self-regulation of learning. The results revealed a significant association between self-regulated learning indicators and the use of technological resources within LE. General student satisfaction with LE was obtained, highlighting its usefulness for complete and effective learning. Structuring LE in a way that promotes the development of all phases of self-regulated learning according to the needs and preferences of the student body could maximize the educational potential of this type of environment in the context of Chemistry and other disciplines within the university setting.
Chemistry is an abstract science with conceptual challenges in both its microscopic and macroscopic aspects, which makes its understanding difficult. In response to this complexity, university teachers must not only master the content, but also create environments conducive to learning, promoting meaningful activities. The integration of technological resources in the field of higher education has opened new opportunities to improve the understanding of abstract concepts. Digital inclusion has driven the emergence of learning ecologies (LE), dynamic structures that foster the construction of knowledge. This research focused on the design and implementation of an LE in a General Chemistry course at the University of Costa Rica in a virtual environment using Moodle, with the purpose of promoting self-regulated learning among a group of students studying Industrial Engineering and SPI Mechanics. A mixed approach was used, with an embedded dominant model design. The sample included students from both majors enrolled in the course during the first cycle of 2023. It was highlighted that motivation, planning and control are key pillars for the self-regulation of learning. The results revealed a significant association between self-regulated learning indicators and the use of technological resources within LE. General student satisfaction with LE was obtained, highlighting its usefulness for complete and effective learning. Structuring LE in a way that promotes the development of all phases of self-regulated learning according to the needs and preferences of the student body could maximize the educational potential of this type of environment in the context of Chemistry and other disciplines within the university setting.
Descripción
Palabras clave
QUÍMICA, ECOLOGÍA, APRENDIZAJE, DOCENCIA, ENSEÑANZA SUPERIOR