El rol del maestro en indagaciones escolares mediante simulaciones

Anna Solé-Llussà; David Aguilar Caamaño; Manuel Ibáñez Plana

doi:10.21556/edutec.2020.74.1803

Autores/as

Anna Solé-Llussà Universitat de Lleida (España) https://orcid.org/0000-0003-2921-5956
David Aguilar Caamaño Universitat de Lleida (España) https://orcid.org/0000-0001-5940-3339
Manuel Ibáñez Plana Universitat de Lleida (España) https://orcid.org/0000-0002-9662-2140

DOI:

https://doi.org/10.21556/edutec.2020.74.1803

Palabras clave:

investigación científica, simulación, educación primaria, rol docente

Resumen

En la didáctica de las ciencias experimentales las simulaciones mediante ordenador permiten a los estudiantes de primaria indagar fenómenos naturales sobre los que difícilmente podrían experimentar manipulativamente. Las simulaciones ayudan a mejorar el aprendizaje de los estudiantes, pero la mayor parte de la literatura sobre simulaciones no considera el papel de los maestros en estas indagaciones con experimentación virtual. Este trabajo de revisión sintetiza los principales resultados prácticos ofrecidos por las 8 investigaciones disponibles en la literatura. Todos ellos basados en simulaciones libremente disponibles en las plataformas PhET Simulations y Concorde Consortium.

La revisión concluye que faltan estudios integrados en su contexto curricular y estudios comparativos, en cuanto al papel del maestro, entre indagaciones tradicionales y mediante simulación. Finalmente se sugiere la oportunidad de desarrollar una biblioteca organizada y completa de simulaciones indagadoras para educación primaria.

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