Realidad aumentada como estrategia didáctica para la enseñanza de ciencias naturales del séptimo año de educación básica

Abstract

ABSTRACT AUGMENTED REALITY AS A DIDACTIC STRATEGY FOR THE TEACHING OF NATURAL SCIENCES OF THE SEVENTH YEAR OF BASIC EDUCATION. Authors: Ajila Gia Segundo Estalin Jimenez Correa Lizbeth Jacqueline Tutor: Ing. Sara Gabriela Cruz Naranjo, Mgs. The present research work was carried out at the School of Basic Education Sósena Barrezueta de Zamora located in the parish of La Providencia of the Canton Machala belonging to the province of El Oro, with the participation and cooperation of the teacher of the subject of Natural Sciences and with the support of the students of the Seventh Year of EGB parallel "A" corresponding to the academic period 2021-2022. The main objective of the research is to determine the advantages of Augmented Reality as a didactic strategy to strengthen the teaching-learning process. With this technological proposal, it was sought to reinforce pedagogical practice, innovating the way of teaching and learning, providing teachers with didactic tools offered by ICT to facilitate their educational work, generating in students motivation, collaboration and participation in academic performance. In the context of the analysis of the participants, an intervention is carried out with the teacher of the subject for the determination of the problem, in addition to a direct observation to the students to apply a socioeconomic survey on the technological resources they have, in order to implement the Augmented Reality proposal. The research study is part of the qualitative and quantitative approach to interpret the information through methodological, deductive, analytical and statistical procedures, applying instruments such as the interview and the survey to demonstrate the fulfillment of the proposed objectives, under the methodology of action research oriented to the transformation and change of professional practice referring to situations that arise in the aulic context. Similarly, the method used is based on a pretest for a deductive immersion in radical and systematic changes. The incorporation of information and communication technologies (ICT) as educational didactic tools generate new forms of teaching and interaction, the application of new technologies such as Augmented Reality allow to obtain knowledge without cognitive filters, combining physical information with virtual information through three-dimensional spaces for learning. On the other hand, for the design of the augmented reality prototype called ARNS that by its acronym Augmented Reality Natural Sciences (Augmented Reality of Natural Sciences) was carried out through user-centered design (DCU), which focuses on the needs and interests of the end user prioritizing important phases for its elaboration such as planning, execution, review, evaluation and modification including aesthetic, functional and technical aspects linking perception, attention, memory and orientation in students That is why, for the development of the prototype, the ADDIE methodology was used, which according to its 5 phases (Analysis, Design, Development, Implementation and Evaluation) presents an instructional design for the construction of the prototype through initial, procedural and final evaluation stages in the development of the model carried out in the CoSpaces Edu Augmented Reality platform, through the projection without markers in an open space and with markers through the didactic resource Merge Cube that was adapted to the presentation of 3D objects. In short, the research presents favorable results that show the level of acceptance and appreciation of the prototype of Augmented Reality ARNS by the teacher of the subject of Natural Sciences and the students of the Seventh Year EGB "A", welcoming the technological proposal for the operation in the teaching-learning process, in addition recommendations were identified for the improvement of the educational resource. Finally, it is essential to apply Augmented Reality tools to address complex issues that require didactic material in order to deepen learning, strengthening digital skills and abilities in both the student and the teacher, allowing the development of the contents in an innovative, dynamic and interactive way, increasing the interest in learning.