Estrategia didáctica para la enseñanza de la metamorfosis de insectos en una experiencia de realidad aumentada, usando como modelo el ciclo de vida de Leptophobia aripa

Abstract

Information and Communication Technologies (ICT) play a key role in the teaching-learning process, fostering the development of skills and promoting interactive, personalized learning. Among ICT, augmented reality (AR) stands out as a promising technology already used in many classrooms to enhance the educational process and take advantage of its benefits. On the other hand, in the field of Biology Didactics, challenges arise when attempting to apply didactic models based on scientific models, due to the fact that this science is constantly evolving, presenting difficulties related to the understanding of abstract concepts and the integration of theoretical and practical knowledge. In this way, ICT, especially AR, serves as a valuable tool for creating and reproducing models, as environments generated with this technology help students better understand biology and enhance their conceptual development. Therefore, this research improves the understanding of insect metamorphosis in secondary school students through the implementation of a didactic sequence, supported by augmented reality technology to explore the life cycle of the butterfly Leptophobia aripa. The research adopts a qualitative analysis approach and is developed at the Aquileo Parra educational institution, involving 65 seventh-grade students. For the didactic design, the proposal by García-Martínez et al. (2018) is used, and educational design research (EDR) is additionally incorporated to integrate technology into the development of the didactic unit (DU). In this way, it is evident that the didactic unit is effective in various aspects, as students are able to differentiate insects from other organisms and describe them effectively, demonstrating a clear understanding of the different types of metamorphosis and recognizing the various stages within the life cycle. Additionally, they understand the concept of ecological relationships and can mention some of them. Furthermore, an evolution in the skills to describe and explain is observed. As noted above, ICT are tools that enhance the teaching-learning process, as they not only facilitate the development of essential skills but also promote more interactive learning, effectively addressing the challenges inherent in teaching complex concepts such as insect metamorphosis.