Herramientas tecnológicas empleada en enseñanza de ciencias naturales básica media, frente a los contenidos curriculares en la escuela de educación básica “Vicente Rocafuerte”, en el período 2024-2025

Abstract

This thesis analyzes the impact of the use of technological tools in teaching Natural Sciences curriculum content at the basic secondary education level at the "Vicente Rocafuerte" Elementary School during the 2024-2025 academic year. The study seeks to respond to the current needs of the education system, where the incorporation of technological tools represents an opportunity to improve teaching-learning processes and promote a more dynamic, participatory, and inclusive education.The research was conducted to identify how the implementation of technological tools (videos, digital platforms, simulators, interactive games, etc.) influences the development of scientific skills and students' understanding of content. A mixed quantitative and qualitative approach was adopted, with an explanatory level to analyze the factors involved in the problem; a relational level to present the relationship between the independent and dependent variables; and a descriptive level to characterize the educational environment.The methodology used was documentary and field-based, as a bibliographic review of scientific sources was conducted and data collection instruments were applied at the Vicente Rocafuerte School, including teacher interviews and direct observations of the use of technological tools in the classroom. The results reflect that proper integration of technology fosters student interest, active participation, and academic performance, provided it is accompanied by didactic planning.Finally, the importance of continuing to promote an innovative pedagogical approach that encourages the responsible and creative use of ICTs is highlighted, contributing to more effective, motivating education that meets the demands of the 21st century.In conclusion, this research provides a deeper understanding of the relationship between the use of technological tools and the learning of curricular content in Natural Sciences at the basic secondary education level. It was evident that the proper incorporation of digital resources in the classroom positively influences students' interest, participation, and academic performance. Based on the results obtained, practical recommendations are proposed to strengthen teachers' pedagogical strategies, promoting more dynamic, contextualized, and inclusive teaching.