robótica educativa como estrategia didáctica para la enseñanza aprendizaje de la asignatura de física del colegio de bachillerato “Mario Minuche”

Abstract

Nowadays, the integration of technological means and resources into education is undeniable, especially when a constant guide is required in subjects with a high level of complexity. Simultaneously, the Ecuadorian educational system has emphasized the importance of digital competencies, particularly among students specializing in technical fields. Based on these principles, this project is grounded in the application of educational robotics to enhance competencies in the field of Physics, for which an initial environmental assessment was conducted using a SWOT matrix. With that said, this study aims to determine the impact of introducing educational robotics in the teaching and learning process of Physics among first-year students in the unified general baccalaureate program at "Mario Minuche" school in the city of Machala. This is because understanding physical phenomena is essential for addressing and solving everyday situations. Specifically, the contribution of didactic strategies with robotics was identified through a meticulous literature review, followed by the creation of a set of experiments using electronic elements to assess their impact in two experiences involving the institutional teacher and her students. A mixed-methods approach was employed, combining the strengths of quantitative and qualitative findings to obtain reliable information. The methods utilized adhere to the principles of design-based research, allowing for the development of innovative resources adaptable to the phases of the ADDIE model. By following these guidelines, experimental practices were conducted to enhance student performance. Lastly, in the data collection process involving surveys and interviews, encouraging results were observed among the participants. This was attributed to their high satisfaction levels with the presented technology, as well as increased contributions in the classroom. Consequently, it is considered that the proposal is beneficial for the selected population.