Mejorando la Comprensión de los Estudiantes sobre la Formación de Imágenes en Óptica a través de un Módulo Electrónico Bilingüe de Ciencias (e-BiSciMo)
DOI:
https://doi.org/10.48017/dj.v10i4.3520Palabras clave:
Enseñanza bilingüe de ciencias, Aprendizaje multimedia, Educación en física, Formación de imágenes, Comprensión conceptualResumen
Muchos estudiantes de secundaria continúan enfrentando desafíos conceptuales para comprender la formación de imágenes mediante espejos y lentes, a menudo atribuidos a la naturaleza abstracta y espacial del tema. Este estudio desarrolló y evaluó un módulo de ciencias en formato electrónico (e-BiSciMo) alineado con la competencia de Ciencia de Grado 10 del currículo K a 12 (S10FE-IIg-50). El módulo fue diseñado para apoyar el aprendizaje independiente utilizando principios de instrucción multimedia. Se empleó un diseño de preprueba y postprueba con un solo grupo, que involucró a 40 estudiantes de décimo grado, para examinar los cambios en la comprensión conceptual tras la implementación del módulo. Los datos cuantitativos se analizaron mediante una prueba t para muestras relacionadas y el estadístico d de Cohen. Los resultados mostraron una mejora estadísticamente significativa en los puntajes de la postprueba (p = .0041), con un tamaño del efecto grande (d de Cohen = 2.25), lo que sugiere una mejora significativa en el desempeño estudiantil. La validación experta, utilizando la herramienta de evaluación del LRMDS del Departamento de Educación, calificó el módulo como “Muy Satisfactorio” en contenido, calidad instruccional, aspectos técnicos y precisión. Aunque el estudio tuvo un alcance limitado, los hallazgos iniciales indican el valor potencial del e-BiSciMo como recurso instruccional complementario en la educación científica secundaria.
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Derechos de autor 2025 Candy Laciste, Somoray Ellaine, Nestor Jr Lasala
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