Web 2.0 Tools: A mediation in the teaching and learning process of mathematics and physics in higher education
The objective was to design a didactic experience that would facilitate the processes of teaching and learning of functions in the students of a public university. A quantitative approach is adopted at the descriptive level. The questionnaire is used as an instrument. As a result, it was found that...
- Autores:
-
Prada Nuñez, Raul
Paz Montes, Luisa Stella
HERNANDEZ SUAREZ, CESAR AUGUSTO
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2020
- Institución:
- Universidad Francisco de Paula Santander
- Repositorio:
- Repositorio Digital UFPS
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.ufps.edu.co:ufps/324
- Acceso en línea:
- http://repositorio.ufps.edu.co/handle/ufps/324
https://doi.org/10.48082/espacios-a20v41n50p31
- Palabra clave:
- google classroom
Higher education
physical math
- Rights
- openAccess
- License
- Esta obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial 4.0 Internacional
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Web 2.0 Tools: A mediation in the teaching and learning process of mathematics and physics in higher education |
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Herramientas Web 2.0: Una mediación en los procesos de enseñanza y aprendizaje de las matemáticas y la física en la Educación Superior |
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Prada Nuñez, Raul Paz Montes, Luisa Stella HERNANDEZ SUAREZ, CESAR AUGUSTO |
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The objective was to design a didactic experience that would facilitate the processes of teaching and learning of functions in the students of a public university. A quantitative approach is adopted at the descriptive level. The questionnaire is used as an instrument. As a result, it was found that the activities implemented facilitated the learning of mathematics applied to physics. The contributions are concluded as positive since the students were able to focus on specific aspects of the selected lessons applying physical reasoning by means of the Web 2.0 resource. |
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Prada Nuñez, Raul08985a2ee01b8f5bb1765f818198262bPaz Montes, Luisa Stella0e3478b349a3546b22afc7ddef1720a2600HERNANDEZ SUAREZ, CESAR AUGUSTOe68aa9e1677f4d5e4b155d813077e750600Revista Espacios2021-10-15T21:26:35Z2021-10-15T21:26:35Z2020-12-30http://repositorio.ufps.edu.co/handle/ufps/324https://doi.org/10.48082/espacios-a20v41n50p31The objective was to design a didactic experience that would facilitate the processes of teaching and learning of functions in the students of a public university. A quantitative approach is adopted at the descriptive level. The questionnaire is used as an instrument. As a result, it was found that the activities implemented facilitated the learning of mathematics applied to physics. The contributions are concluded as positive since the students were able to focus on specific aspects of the selected lessons applying physical reasoning by means of the Web 2.0 resource.El objetivo era diseñar una experiencia didáctica que facilitara los procesos de enseñanza y aprendizaje de funciones en los estudiantes de una universidad pública. Se adopta un enfoque cuantitativo a nivel descriptivo. Se utiliza el cuestionario como instrumento. Como resultado, se encontró que las actividades implementadas facilitaron el aprendizaje de las matemáticas aplicadas a la física. Se concluye como positivas las contribuciones puesto que los estudiantes pudieron centrarse en aspectos específicos de las lecciones seleccionadas aplicando el razonamiento físico por medio del recurso de la Web 2.0.9 Páginasapplication/pdfengRevista EspaciosVenezuelaRevista Espacios,Vol. 41. No 50. (2020)Vol. 41 No 50. (2020)46450.(2020)45641Revista espaciosEsta obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial 4.0 Internacionalhttps://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccessAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)http://purl.org/coar/access_right/c_abf2https://www.revistaespacios.com/a20v41n50/20415031.html#Web 2.0 Tools: A mediation in the teaching and learning process of mathematics and physics in higher educationHerramientas Web 2.0: Una mediación en los procesos de enseñanza y aprendizaje de las matemáticas y la física en la Educación SuperiorArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85google classroomHigher educationphysical mathAgudelo, M. (2009). Importancia del diseño instruccional en ambientes virtuales de aprendizaje. En J. Sánchez (Ed., Nuevas Ideas en Informática Educativa (pp. 118-127). Santiago de Chile: Universidad de Chile.Albarracín, C., Hernández, C., & Rojas, J. (2020). Objeto virtual de aprendizaje para desarrollar las habilidades numéricas: una experiencia con estudiantes de educación básica. Panorama, 14(26), 111-133. http://dx.doi.org/10.15765/pnrm.v14i26.1486Amaro, R. (2010). La mediación didáctica en entornos virtuales. Revista de Artes y Humanidades UNICA, 11(3), 156-173.Ausubel, D. (1968). Educational Psychology: A Cognitive View. New York: Holt, Rinehart & Winston.Barberà, E., Badia, A., Colomina, R., Coll, C., Espasa, A., De Gispertet, I., ... Sigalés, C. (2004). Pautas para el análisis de la intervención en entornos de aprendizaje virtual: dimensiones relevantes e instrumentos de evaluación. Recuperado de https://www.uoc.edu/in3/dt/esp/barbera0704.pdfBrousseau, G. (1997). Theory of Didactical Situations in Mathematics. Dordretch: Kluwer.Cariaga, R. (2018). Experiencias en el uso de las TIC. Análisis de relatos de docentes. Ciencia, Docencia y Tecnología, 29(56), 131-155.Castañeda, L., & Adell, J. (2013). Entornos Personales de Aprendizaje: claves para el ecosistema educativo en red. Alcoy, España: Marfil.Cuicas, M., Debel, E., Casadei, L., & Álvarez, Z. (2011). El software matemático como herramienta para el desarrollo de habilidades del pensamiento y mejoramiento del aprendizaje de las matemáticas. Revista Electrónica Actualidades Investigativas en Educación, 7(2), 1-34.Dollar, D. (2016). Book Review: Five Perspectives on Teaching in Adult and Higher Education. California: Sage PublicationsDuart, J., &Lupiáñez, F. (2005). Estrategias en la introducción y uso de las TIC en la universidad. Revista de Universidad y Sociedad del Conocimiento, 2(1), 5-31.Feo, R. (2010). Orientaciones básicas para el diseño de estrategias didácticas. Revista electrónica Tendencias Pedagógicas, 16, 221-236.Godino, J. (2003). Perspectivas de la Didáctica de las Matemáticas como disciplina científica. Universidad de Granada.Gómez-Valderrama, C., Hernández-Suárez, C. & Prada-Núñez, R. (2020). La zona de posibilidades en el proceso de aprendiencia del residente digital: un análisis cualitativo en la red de experiencias matemáticas de Norte de Santander. Educación y Humanismo, 22(38), 1-19. https://doi.org/10.17081/eduhum.22.38.3688González-Sastre, M. A. (2017). Aprendizaje colaborativo en la resolución de problemas matemáticos en entornos Google Classroom (tesis maestría). Universidad Internacional de la Rioja, La Coruña, España.Gros, B. (1997). Diseño y programas educativos. Pautas pedagógicas para la elaboración de software. Barcelona: Ariel Educación.Guaña-Moya, E. J., Llumiquinga-Quispe, S., & Ortiz-Remache, K. J. (2015). Caracterización de entornos virtuales de enseñanza aprendizaje (EVEA) en la educación virtual. Ciencias Holguín, 21(4), 1-16.Hernández, L. & Pulido, C. (2019). Ambientes virtuales de aprendizaje como estrategia pedagógica para el desarrollo de la competencia uso comprensivo del conocimiento científico en la enseñanza de las ciencias naturales (tesis maestría). Universidad de la Costa, Barranquilla, Colombia.Hernández, R. (2017). Impacto de las TIC en la educación: Retos y Perspectivas. Propósitos y Representaciones, 5(1), 325-347.Hernández-Suárez, C. A., Prada-Núñez, R., & Gamboa-Suárez, A. A. (2020). Formación inicial de maestros: escenarios activos desde una perspectiva del aula invertida. Formación universitaria, 13(5), 213-222. https://dx.doi.org/10.4067/S0718-50062020000500213Mora, B., & Hernández, C. (2017). Las aulas invertidas: una estrategia para enseñar y otra forma de aprender física. Inventum, 12(22), 42-51. https://doi.org/10.26620/uniminuto.inventum.12.22.2017.42-51Moya, M. M., Bia, A., Carrasco, M. M., Jiménez, M. A., Ramón, A., & Soler, C. (2017) Memoria Red en metodologías docentes con TICS 2016/2017: implementación de la plataforma virtual Google Classroom. En R. Roig-Vila, J. M. Antolí, A. Lledó & N. Pellí (Eds.), Memorias del Programa de Redes-I3CE De calidad, 464 innovación e investigación en docencia universitaria. Convocatoria 2016-17 (pp. 2564-2574). Alicante: Universidad de Alicante.Prada, R., Hernández, C. A. y Gamboa, A. A. (2019). Usos y efectos de la implementación de una plataforma digital en el proceso de enseñanza de futuros docentes en matemáticas. Revista Virtual Universidad Católica del Norte, (57), 137-156. https://doi.org/10.35575/rvucn.n57a10Rizales-Semprum, M.J, Gómez-Valderrama, C.L & Hernández-Suarez, C. A. (2019). Uso de herramientas tecnológicas para la enseñanza de la ciencias en educación media diversificada de acuerdo a la modalidad de estudio a distancia. Eco Matemático, 10 (2), 35-46. https://doi.org/10.22463/17948231.2591Rowntree, D. (1976). Educational Technology. Londres: Harps and Row Publishers.Salinas. J. (2008). Innovación educativa y uso de las TIC. Sevilla: Universidad Internacional de Andalucía.Sanabria, I. (2012). El aprendizaje de física I en entornos tecnológicos. Un modelo de formación Blended Learning basado en el desarrollo de habilidades cognitivas básicas (tesis doctoral). Universitat Rovira i Virgili, Tarragona, España.Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.Tous, C., & Zapata, N. (2011). El blog en el aula. Relato de una experiencia en la FPyCS-UNLP. I Jornadas Nacionales de TIC e Innovación en el Aula, 1-8.Vélez, M. (2016). Google Classroom en la enseñanza: Manual sobre las funciones básicas y mejores prácticas de uso. San Juan: Universidad de Puerto Rico.Woolfolk, A. (2010). Psicología educativa. 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 incorporada en las Obras Colectivas.

b.	Distribuir copias o fonogramas de las Obras, exhibirlas públicamente, ejecutarlas públicamente y/o ponerlas a disposición pública, incluyéndolas como incorporadas en Obras Colectivas, según corresponda.

c.	Distribuir copias de las Obras Derivadas que se generen, exhibirlas públicamente, ejecutarlas públicamente y/o ponerlas a disposición pública.
Los derechos mencionados anteriormente pueden ser ejercidos en todos los medios y formatos, actualmente conocidos o que se inventen en el futuro. Los derechos antes mencionados incluyen el derecho a realizar dichas modificaciones en la medida que sean técnicamente necesarias para ejercer los derechos en otro medio o formatos, pero de otra manera usted no está autorizado para realizar obras derivadas. Todos los derechos no otorgados expresamente por el Licenciante quedan por este medio reservados, incluyendo pero sin limitarse a aquellos que se mencionan en las secciones 4(d) y 4(e).

4. Restricciones.
La licencia otorgada en la anterior Sección 3 está expresamente sujeta y limitada por las siguientes restricciones:

a.	Usted puede distribuir, exhibir públicamente, ejecutar públicamente, o poner a disposición pública la Obra sólo bajo las condiciones de esta Licencia, y Usted debe incluir una copia de esta licencia o del Identificador Universal de Recursos de la misma con cada copia de la Obra que distribuya, exhiba públicamente, ejecute públicamente o ponga a disposición pública. No es posible ofrecer o imponer ninguna condición sobre la Obra que altere o limite las condiciones de esta Licencia o el ejercicio de los derechos de los destinatarios otorgados en este documento. No es posible sublicenciar la Obra. Usted debe mantener intactos todos los avisos que hagan referencia a esta Licencia y a la cláusula de limitación de garantías. Usted no puede distribuir, exhibir públicamente, ejecutar públicamente, o poner a disposición pública la Obra con alguna medida tecnológica que controle el acceso o la utilización de ella de una forma que sea inconsistente con las condiciones de esta Licencia. Lo anterior se aplica a la Obra incorporada a una Obra Colectiva, pero esto no exige que la Obra Colectiva aparte de la obra misma quede sujeta a las condiciones de esta Licencia. Si Usted crea una Obra Colectiva, previo aviso de cualquier Licenciante debe, en la medida de lo posible, eliminar de la Obra Colectiva cualquier referencia a dicho Licenciante o al Autor Original, según lo solicitado por el Licenciante y conforme lo exige la cláusula 4(c).

b.	Usted no puede ejercer ninguno de los derechos que le han sido otorgados en la Sección 3 precedente de modo que estén principalmente destinados o directamente dirigidos a conseguir un provecho comercial o una compensación monetaria privada. El intercambio de la Obra por otras obras protegidas por derechos de autor, ya sea a través de un sistema para compartir archivos digitales (digital file-sharing) o de cualquier otra manera no será considerado como estar destinado principalmente o dirigido directamente a conseguir un provecho comercial o una compensación monetaria privada, siempre que no se realice un pago mediante una compensación monetaria en relación con el intercambio de obras protegidas por el derecho de autor.

c.	Si usted distribuye, exhibe públicamente, ejecuta públicamente o ejecuta públicamente en forma digital la Obra o cualquier Obra Derivada u Obra Colectiva, Usted debe mantener intacta toda la información de derecho de autor de la Obra y proporcionar, de forma razonable según el medio o manera que Usted esté utilizando: (i) el nombre del Autor Original si está provisto (o seudónimo, si fuere aplicable), y/o (ii) el nombre de la parte o las partes que el Autor Original y/o el Licenciante hubieren designado para la atribución (v.g., un instituto patrocinador, editorial, publicación) en la información de los derechos de autor del Licenciante, términos de servicios o de otras formas razonables; el título de la Obra si está provisto; en la medida de lo razonablemente factible y, si está provisto, el Identificador Uniforme de Recursos (Uniform Resource Identifier) que el Licenciante especifica para ser asociado con la Obra, salvo que tal URI no se refiera a la nota sobre los derechos de autor o a la información sobre el licenciamiento de la Obra; y en el caso de una Obra Derivada, atribuir el crédito identificando el uso de la Obra en la Obra Derivada (v.g., "Traducción Francesa de la Obra del Autor Original," o "Guión Cinematográfico basado en la Obra original del Autor Original"). Tal crédito puede ser implementado de cualquier forma razonable; en el caso, sin embargo, de Obras Derivadas u Obras Colectivas, tal crédito aparecerá, como mínimo, donde aparece el crédito de cualquier otro autor comparable y de una manera, al menos, tan destacada como el crédito de otro autor comparable.

d.	Para evitar toda confusión, el Licenciante aclara que, cuando la obra es una composición musical:

i.	Regalías por interpretación y ejecución bajo licencias generales. El Licenciante se reserva el derecho exclusivo de autorizar la ejecución pública o la ejecución pública digital de la obra y de recolectar, sea individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, SAYCO), las regalías por la ejecución pública o por la ejecución pública digital de la obra (por ejemplo Webcast) licenciada bajo licencias generales, si la interpretación o ejecución de la obra está primordialmente orientada por o dirigida a la obtención de una ventaja comercial o una compensación monetaria privada.

ii.	Regalías por Fonogramas. El Licenciante se reserva el derecho exclusivo de recolectar, individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, los consagrados por la SAYCO), una agencia de derechos musicales o algún agente designado, las regalías por cualquier fonograma que Usted cree a partir de la obra (“versión cover”) y distribuya, en los términos del régimen de derechos de autor, si la creación o distribución de esa versión cover está primordialmente destinada o dirigida a obtener una ventaja comercial o una compensación monetaria privada.

e.	Gestión de Derechos de Autor sobre Interpretaciones y Ejecuciones Digitales (WebCasting). Para evitar toda confusión, el Licenciante aclara que, cuando la obra sea un fonograma, el Licenciante se reserva el derecho exclusivo de autorizar la ejecución pública digital de la obra (por ejemplo, webcast) y de recolectar, individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, ACINPRO), las regalías por la ejecución pública digital de la obra (por ejemplo, webcast), sujeta a las disposiciones aplicables del régimen de Derecho de Autor, si esta ejecución pública digital está primordialmente dirigida a obtener una ventaja comercial o una compensación monetaria privada.

5. Representaciones, Garantías y Limitaciones de Responsabilidad.
A MENOS QUE LAS PARTES LO ACORDARAN DE OTRA FORMA POR ESCRITO, EL LICENCIANTE OFRECE LA OBRA (EN EL ESTADO EN EL QUE SE ENCUENTRA) “TAL CUAL”, SIN BRINDAR GARANTÍAS DE CLASE ALGUNA RESPECTO DE LA OBRA, YA SEA EXPRESA, IMPLÍCITA, LEGAL O CUALQUIERA OTRA, INCLUYENDO, SIN LIMITARSE A ELLAS, GARANTÍAS DE TITULARIDAD, COMERCIABILIDAD, ADAPTABILIDAD O ADECUACIÓN A PROPÓSITO DETERMINADO, AUSENCIA DE INFRACCIÓN, DE AUSENCIA DE DEFECTOS LATENTES O DE OTRO TIPO, O LA PRESENCIA O AUSENCIA DE ERRORES, SEAN O NO DESCUBRIBLES (PUEDAN O NO SER ESTOS DESCUBIERTOS). ALGUNAS JURISDICCIONES NO PERMITEN LA EXCLUSIÓN DE GARANTÍAS IMPLÍCITAS, EN CUYO CASO ESTA EXCLUSIÓN PUEDE NO APLICARSE A USTED.

6. Limitación de responsabilidad.
A MENOS QUE LO EXIJA EXPRESAMENTE LA LEY APLICABLE, EL LICENCIANTE NO SERÁ RESPONSABLE ANTE USTED POR DAÑO ALGUNO, SEA POR RESPONSABILIDAD EXTRACONTRACTUAL, PRECONTRACTUAL O CONTRACTUAL, OBJETIVA O SUBJETIVA, SE TRATE DE DAÑOS MORALES O PATRIMONIALES, DIRECTOS O INDIRECTOS, PREVISTOS O IMPREVISTOS PRODUCIDOS POR EL USO DE ESTA LICENCIA O DE LA OBRA, AUN CUANDO EL LICENCIANTE HAYA SIDO ADVERTIDO DE LA POSIBILIDAD DE DICHOS DAÑOS. ALGUNAS LEYES NO PERMITEN LA EXCLUSIÓN DE CIERTA RESPONSABILIDAD, EN CUYO CASO ESTA EXCLUSIÓN PUEDE NO APLICARSE A USTED.

7. Término.

a.	Esta Licencia y los derechos otorgados en virtud de ella terminarán automáticamente si Usted infringe alguna condición establecida en ella. Sin embargo, los individuos o entidades que han recibido Obras Derivadas o Colectivas de Usted de conformidad con esta Licencia, no verán terminadas sus licencias, siempre que estos individuos o entidades sigan cumpliendo íntegramente las condiciones de estas licencias. Las Secciones 1, 2, 5, 6, 7, y 8 subsistirán a cualquier terminación de esta Licencia.

b.	Sujeta a las condiciones y términos anteriores, la licencia otorgada aquí es perpetua (durante el período de vigencia de los derechos de autor de la obra). No obstante lo anterior, el Licenciante se reserva el derecho a publicar y/o estrenar la Obra bajo condiciones de licencia diferentes o a dejar de distribuirla en los términos de esta Licencia en cualquier momento; en el entendido, sin embargo, que esa elección no servirá para revocar esta licencia o que deba ser otorgada , bajo los términos de esta licencia), y esta licencia continuará en pleno vigor y efecto a menos que sea terminada como se expresa atrás. La Licencia revocada continuará siendo plenamente vigente y efectiva si no se le da término en las condiciones indicadas anteriormente.

8. Varios.

a.	Cada vez que Usted distribuya o ponga a disposición pública la Obra o una Obra Colectiva, el Licenciante ofrecerá al destinatario una licencia en los mismos términos y condiciones que la licencia otorgada a Usted bajo esta Licencia.

b.	Si alguna disposición de esta Licencia resulta invalidada o no exigible, según la legislación vigente, esto no afectará ni la validez ni la aplicabilidad del resto de condiciones de esta Licencia y, sin acción adicional por parte de los sujetos de este acuerdo, aquélla se entenderá reformada lo mínimo necesario para hacer que dicha disposición sea válida y exigible.

c.	Ningún término o disposición de esta Licencia se estimará renunciada y ninguna violación de ella será consentida a menos que esa renuncia o consentimiento sea otorgado por escrito y firmado por la parte que renuncie o consienta.

d.	Esta Licencia refleja el acuerdo pleno entre las partes respecto a la Obra aquí licenciada. No hay arreglos, acuerdos o declaraciones respecto a la Obra que no estén especificados en este documento. El Licenciante no se verá limitado por ninguna disposición adicional que pueda surgir en alguna comunicación emanada de Usted. Esta Licencia no puede ser modificada sin el consentimiento mutuo por escrito del Licenciante y Usted.
0000-0002-8887-34410e3478b349a3546b22afc7ddef1720a26000000-0002-7974-5560e68aa9e1677f4d5e4b155d813077e750600 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