La webquest y su incidencia en la enseñanza de ciencias naturales

Abstract

The current society gives priority to information and technological advances, consequently, the incorporation of Innovation and Communication Technology (ICT) to education has been of great contribution and benefit, since they can be applied as a resource, making the training process more flexible. Avoiding traditional practices, in this way, ICTs include tools, platforms and digital programs to stimulate and facilitate the teaching of topics that could be complex for students to learn. In this sense, the WebQuest (WQ), is constituted as a tool aimed at science, research, technology and innovation in education, using the Internet as a basis for its creation and/or elaboration, which provides the free acquisition of information. In this same line, it is important to mention that the area of natural sciences is characterized by the study linked to nature, as well as by exploring and learning more about the world that surrounds the human being. For this reason, the present study is directed to determine the influence of the use of the WebQuest for the teaching of Natural Sciences, in order to improve and strengthen the teaching process and at the same time the learning process of the educational agents, belonging to the “Ramos de Oliva Echeverría” basic education school. As part of the methodology, the quantitative-qualitative approach was used, where statistical charts and graphs were used to systematize the information obtained and subsequently analyzed, in the same way, the research project is subscribed at a descriptive, explanatory and relational level. , given that it clearly and concisely points out the characteristics presented by the WQ and how to use them in education, relating them to the teaching of the area to be addressed and the methods used by the teacher to teach. Framed in the institutional context, the observation, survey and interview techniques were used with their respective instruments, to teachers and students of the middle basic sublevel, to complement the bibliographical research carried out. The results obtained confirmed that the only tool used by teachers in the development of classes is Microsoft Power Point, which causes students not to feel interested or encouraged by the topics taught, since the methodology used is repetitive and little dynamic, it was also known that teachers and students are unaware of the WebQuest tool, that is, they ignore the benefits and facilities it provides to the training process, as a consequence, they do not use it. The conclusions respond to the need to incorporate technological tools in the educational field, because they are not used frequently, which will allow to eradicate bad teaching practices that generate monotony, non-participation of students and their lack of interest in learning. In this framework, teachers do not use the WebQuest, which is shown as a resource that significantly strengthens teaching praxis, in the same way, it contributes to student performance, motivating them and allowing them to develop their cognitive abilities. Therefore, an alternative solution to the problem detected is proposed, which facilitates the fulfillment of educational objectives.