Recurso tecnológico Scratch para mejorar la metacognición en estudiantes de segundo grado de secundaria
No Thumbnail Available
Date
2023-12
Journal Title
Journal ISSN
Volume Title
Publisher
Escuela de Educación Superior Pedagógica Pública Monterrico
Abstract
El presente trabajo de investigación estuvo vinculado a un proceso de aprendizaje oportuno que se encontraba dirigido a los estudiantes del área de ciencia y tecnología para que busquen y desarrollen estrategias de mejora en la metacognición, como mencionan Jaramillo y Osses (2012) trabajar la metacognición permite que el estudiante se dé cuenta de su aprendizaje. Usar el recurso tecnológico Scratch es una propuesta muy interesante ya que no hay límites para que el estudiante pueda mejorar su aprendizaje y pueda plasmarlo en una animación, de este modo se trabaja la ciencia de manera más didáctica. El presente estudio correspondió a la investigación cuantitativa que fue desarrollado con el diseño preexperimental, fue aplicado con estudiantes de segundo grado de secundaria con los cuales se trabajó a través del recurso tecnológico. Los análisis de datos fueron analizados a través del pre-test y post-test realizado a los estudiantes de la muestra. Los estudiantes de segundo grado de secundaria de la institución educativa mejoran la metacognición haciendo uso del recurso tecnológico Scratch, sin embargo, es importante que se siga trabajando. El recurso tecnológico Scratch mejora la metacognición en estudiantes de segundo de secundaria. La metacognición demanda de un acompañamiento y por ende tiempo.
The present research linked to an appropriate process from students of the science and technology area, so that they develop and look for strategies to metacognition. Jaramillo y Osses (2012) mention that working on metacognition allows the students to be aware of their process what they have developed and what they could implement to improve. Using Scratch as a technological resource is a very interesting proposal since there are not limits for the students to develop their learning and translate it into an animation, in this way, science is worked in a more didactic way. The research corresponds to the quantitative approach was devoted with the pre-experimental design, it was applied with 2° grade high school students to whom we worked through technological resources. The data analysis has analyzed through the pre-test and post-test administered to the students. The 2nd grade high school students improve metacognition by using the technological resource Scratch; however, it is important to continue working, since metacognition demands more time and continuous assessment.
The present research linked to an appropriate process from students of the science and technology area, so that they develop and look for strategies to metacognition. Jaramillo y Osses (2012) mention that working on metacognition allows the students to be aware of their process what they have developed and what they could implement to improve. Using Scratch as a technological resource is a very interesting proposal since there are not limits for the students to develop their learning and translate it into an animation, in this way, science is worked in a more didactic way. The research corresponds to the quantitative approach was devoted with the pre-experimental design, it was applied with 2° grade high school students to whom we worked through technological resources. The data analysis has analyzed through the pre-test and post-test administered to the students. The 2nd grade high school students improve metacognition by using the technological resource Scratch; however, it is important to continue working, since metacognition demands more time and continuous assessment.
Description
Keywords
Recursos tecnológicos, Metacognición, Ciencia y Tecnología, Educación secundaria, Investigación cuantitativa