Learning Methodology of Binary Number System Based on Discovery Learning Theory

This article examines the possible changes in the autonomous learning of first academic term students of Computer Science Engineering from the application of the theory of learning by discovery, specifically in the assimilation, appropriation, application and feedback of the binary numerical system....

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Autores:
Trejos Buriticá, Omar Ivan
Tipo de recurso:
Article of journal
Fecha de publicación:
2018
Institución:
Universidad de Medellín
Repositorio:
Repositorio UDEM
Idioma:
spa
OAI Identifier:
oai:repository.udem.edu.co:11407/5514
Acceso en línea:
http://hdl.handle.net/11407/5514
https://doi.org/10.22395/rium.v17n33a7
Palabra clave:
Learning; Learning by discovery; Learning methodology; Binary system; Numerical system
Aprendizagem; Aprendizagem por descoberta; Metodologia de aprendiza-gem; Sistema binário; Sistema numérico
Aprendizaje; Aprendizaje por descubrimiento; Metodología de aprendizaje; Sistema binario; Sistema numérico
Rights
License
http://creativecommons.org/licenses/by-nc-sa/4.0/
Description
Summary:This article examines the possible changes in the autonomous learning of first academic term students of Computer Science Engineering from the application of the theory of learning by discovery, specifically in the assimilation, appropriation, application and feedback of the binary numerical system. The methodology used corresponds to the framework of qualitative educational research, articulated with a simple, individual and multiple case study. The research begins with the announcement of the learning theory to be used and ends with the evaluation and feedback between teacher and students based on the quality-quantitative results obtained. The Excel spreadsheet was used as a support tool and the group was segmented so that comparative criteria could be established between the traditional teaching methodology of the binary system and the methodology based on learning by discovery. The results show a more significant and meaningful learning on the part of the group to which the theory of learning by discovery was applied. In the same way, it was noted greater academic independence on the part of this subgroup of students and a greater confidence in relation to the approach of unknown topics but framed within the disciplinary knowledge proper to Computer Science Engineering.