TIC aplicadas por los docentes para el desarrollo de competencias en Química en la Educación Superior.

Information and Communication Technologies (ICT) play a fundamental role in the teaching-learning process of any discipline or area of knowledge, being of great incidence in the field of teaching in Chemistry and Biology. This work aimed to demonstrate the didactic strategies that are best linked to ICT for the development of digital skills in Chemistry and Biology subjects and the need to achieve the development of these skills necessary for its application. The main objective of this proposal was to analyze the didactic strategies linked to ICT and used by teachers of the Pedagogy of Experimental Sciences in Chemistry and Biology for the development of competences in Organic Chemistry subjects. The methodology used is qualitative, throughout the research from the diagnosis, classroom observations, interviews and evaluation of results, relevant characteristics were determined around didactic strategies that are best linked to ICT for the development of digital competencies; the instruments used for the research are: observation sheet and interview guide, which application evidenced the effective development of digital competencies of students which is reflected in their work and presentations. As results, several points of importance were collected in relation to the use of ICT for the development of digital competencies, based on the fact that teachers do use a variety of technological tools and resources. For example, online learning platforms that allow access to teaching materials, simulators, interactive activities and exercises, which motivate students to apply them in their work and presentations, which strengthens the development of digital competencies of students, such as: search, selection and storage of information to adapt it to presentations and share it with their peers. In addition, its application validated the opportunities in the classroom, such as motivation, active participation and even self-learning, which are precisely visible in the classes observed. As conclusions, the strategies such as: expository-illustrative, analytical reading, gamification and activation of previous knowledge; as pointed out by the authors, were the ones that were best linked with ICT and allowed the development of technological competencies in the future teachers, which was evidenced in the use and management of digital tools to carry out their individual, group and research work. Likewise, the ICT most applied by teachers and students include the use of technological devices such as: cell phones, laptops and projectors; as for platforms to create slides, the most used are: Canva, Prezi and Genially: Canva, Prezi and Genially. About simulators, the most used were: Organic Molecule and Phet interactive simulation. Furthermore, the competencies acquired by the students were: decision making, good use and management of technological devices and platforms, selection of reliable information, projection and communication of knowledge, as well as group, individual and collaborative work. Keywords: Information and communication technologies; chemistry and biology; teaching-learning; teachers; and students.

• Hovedforfatter: Rodríguez Ojeda, Azucena del Rocío (author)
• Format: masterThesis
• Sprog: spa
• Udgivet: 2024
• Fag: TECNOLOGÍAS DE LA INFORMACIÓN Y COMUNICACIÓN; QUÍMICA Y BIOLOGÍA; ENSEÑANZA-APRENDIZAJE; DOCENTES; ESTUDIANTES
• Online adgang: https://dspace.unl.edu.ec/jspui/handle/123456789/29158