Mediators for Basic Sciences Learning Through Graphic Interfaces
When carrying out the teaching process it is very important to consider the use of resources, especially those related to didactic means in order to make it easier both the teaching and learning process. This article introduces the goals and strengths trough the implementation of user´s graphical in...
- Autores:
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2010
- Institución:
- Universidad Católica de Pereira
- Repositorio:
- Repositorio Institucional - RIBUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.ucp.edu.co:10785/9916
- Acceso en línea:
- https://revistas.ucp.edu.co/index.php/entrecienciaeingenieria/article/view/750
http://hdl.handle.net/10785/9916
- Palabra clave:
- Rights
- openAccess
- License
- Derechos de autor 2019 Entre Ciencia e Ingeniería
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Mediators for Basic Sciences Learning Through Graphic Interfaces |
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Mediadores para el Aprendizaje de las Ciencias Básicas a través de Interfaces Gráficas |
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Mediators for Basic Sciences Learning Through Graphic Interfaces |
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Mediators for Basic Sciences Learning Through Graphic Interfaces |
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Mediators for Basic Sciences Learning Through Graphic Interfaces |
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Mediators for Basic Sciences Learning Through Graphic Interfaces |
| description |
When carrying out the teaching process it is very important to consider the use of resources, especially those related to didactic means in order to make it easier both the teaching and learning process. This article introduces the goals and strengths trough the implementation of user´s graphical interfaces as didactic resources that help the understanding of different concepts in Mathematics and physics. Matlab’s Tool GUIDE is used (Barragán, 2006), for the applications design whose aims are, among others, contrasting concepts about Mathematics, Calculus, and Physics. These mediators apart of helping the comprehension of fundamental concepts on these disciplines compare the results as a key aspect when looking for application concepts of the mentioned area. It is exposed the way how these didactic resources are really meaningful as a supporting strategy in order to improve the comprehension processes on concepts about Calculus and Physics, since they allow the activation of cognitive schemas from previous knowledge and the verification of results in a practical way. It is also possible to observe how these tools improve students’ motivation, because they become didactic resources which develop thought structures that stimulate meaningful learning (Molina, 2009). |
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2010 |
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2010-12-01 |
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2022-06-01T19:08:50Z |
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2022-06-01T19:08:50Z |
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Artículo de revista |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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https://revistas.ucp.edu.co/index.php/entrecienciaeingenieria/article/view/750 |
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http://hdl.handle.net/10785/9916 |
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https://revistas.ucp.edu.co/index.php/entrecienciaeingenieria/article/view/750 http://hdl.handle.net/10785/9916 |
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spa |
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https://revistas.ucp.edu.co/index.php/entrecienciaeingenieria/article/view/750/739 |
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Derechos de autor 2019 Entre Ciencia e Ingeniería https://creativecommons.org/licenses/by-nc/4.0/deed.es_ES |
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Universidad Católica de Pereira |
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Entre ciencia e ingeniería; Vol 4 No 8 (2010); 146-160 |
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Entre Ciencia e Ingeniería; Vol. 4 Núm. 8 (2010); 146-160 |
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Entre ciencia e ingeniería; v. 4 n. 8 (2010); 146-160 |
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Repositorio Institucional de la Universidad Católica de Pereira - RIBUC |
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2022-06-01T19:08:50Z2022-06-01T19:08:50Z2010-12-01https://revistas.ucp.edu.co/index.php/entrecienciaeingenieria/article/view/750http://hdl.handle.net/10785/9916When carrying out the teaching process it is very important to consider the use of resources, especially those related to didactic means in order to make it easier both the teaching and learning process. This article introduces the goals and strengths trough the implementation of user´s graphical interfaces as didactic resources that help the understanding of different concepts in Mathematics and physics. Matlab’s Tool GUIDE is used (Barragán, 2006), for the applications design whose aims are, among others, contrasting concepts about Mathematics, Calculus, and Physics. These mediators apart of helping the comprehension of fundamental concepts on these disciplines compare the results as a key aspect when looking for application concepts of the mentioned area. It is exposed the way how these didactic resources are really meaningful as a supporting strategy in order to improve the comprehension processes on concepts about Calculus and Physics, since they allow the activation of cognitive schemas from previous knowledge and the verification of results in a practical way. It is also possible to observe how these tools improve students’ motivation, because they become didactic resources which develop thought structures that stimulate meaningful learning (Molina, 2009).En el desempeño docente es de trascendental importancia el uso de recursos en particular aquellos concebidos como medios didácticos para facilitar los procesos de enseñanza aprendizaje. En el trabajo que se presenta se pretenden establecer los alcances y potencialidades en el uso de las interfaces gráficas de usuario como recursos didácticos que favorecen la comprensión de conceptos matemáticos y físicos. Se utiliza la herramienta GUIDE de Matlab (Barragán, 2006), para el diseño de aplicaciones cuyas funcionalidades son, entre otras, contrastar conceptos de la matemática, el cálculo y la física. Estos mediadores, además de favorecer la comprensión de los conceptos fundamentales propios de dichas disciplinas, permiten confrontar resultados como un asunto clave en la búsqueda de contextos de aplicación de las áreas en mención. Se muestra como estos recursos didácticos resultan ser de gran ayuda como una estrategia de apoyo para el mejoramiento de los procesos de comprensión de conceptos del cálculo y la física, ya que permiten la activación de esquemas cognitivos a partir de los conocimientos previos y la verificación de resultados de una manera práctica. Se puede además apreciar cómo estas herramientas aumentan la motivación de los estudiantes, en la medida en que se convierten en recursos didácticos desarrolladores de estructuras de pensamiento que estimulan el logro de un aprendizaje significativo (Molina, 2009).application/pdfspaUniversidad Católica de Pereirahttps://revistas.ucp.edu.co/index.php/entrecienciaeingenieria/article/view/750/739Derechos de autor 2019 Entre Ciencia e Ingenieríahttps://creativecommons.org/licenses/by-nc/4.0/deed.es_EShttps://creativecommons.org/licenses/by-nc/4.0/deed.es_ESinfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Entre ciencia e ingeniería; Vol 4 No 8 (2010); 146-160Entre Ciencia e Ingeniería; Vol. 4 Núm. 8 (2010); 146-160Entre ciencia e ingeniería; v. 4 n. 8 (2010); 146-1602539-41691909-8367Mediators for Basic Sciences Learning Through Graphic InterfacesMediadores para el Aprendizaje de las Ciencias Básicas a través de Interfaces GráficasArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionMolina García, Juan CarlosRamírez Velásquez, Liliana MaríaMadrigal Argáez, JairoPublication10785/9916oai:repositorio.ucp.edu.co:10785/99162025-01-27 19:00:42.446https://creativecommons.org/licenses/by-nc/4.0/deed.es_ESDerechos de autor 2019 Entre Ciencia e Ingenieríametadata.onlyhttps://repositorio.ucp.edu.coRepositorio Institucional de la Universidad Católica de Pereira - RIBUCbdigital@metabiblioteca.com |