Diseño e implementación de una estrategia de incorporación Tic para la enseñanza del cambio químico: estudio de caso sobre el impacto de las Tic en la labor docente

Abstract

Science teaching has been constantly seeking to build and energize tools that improve the teaching and learning processes that take place in the classroom, centralizing education not only in the construction of cognitive processes, but in the development of the autonomy of students, with skills that allow them to strengthen self-regulation, taking advantage of the motivation for knowledge and the development of new forms of teaching and learning. Information and communication technologies (ICT) in scientific education have made an important contribution to the development of these self-management skills, and although ICT had already been incorporated in a somewhat naive way in the first decade of the 21st century, The fourth industrial revolution has brought a new panorama to education, where it is necessary to establish direct relationships between multiple skills and competencies, as Castilla (2020) assures: “it is learning by doing, living and feeling to be able to respond appropriately to the skills of the 21st century citizen.” For this, ICTs have also evolved substantially, focusing their function on the ability to generate sensations and emotions when viewing visualization, recently highlighting the components of virtual reality, augmented reality and mixed reality, a natural step that goes beyond 3D visualization, quality gamification and comprehensive learning modules autonomous. Thus, ICT ceases to be an “innovative appendix” and is consolidated as a factor protagonist of the activities developed in the classroom, which prioritize the direct scope of the information and knowledge in the hands of students and at the same time redefining the role teacher. ICT in science education during the 21st century has been highly influenced by events that have forced society to recognize its importance, one of them and the most impactful in recent history has been the need to reconsider the role of in-person and traditional education motivated by the SARS-CoV-2 pandemic. This brought with it total isolation, reconstructing the concept of education of a physical classroom, and moving to the need for a virtual connection, which entails various problems of social origin, as stated by Ribeiro (2020) “not all homes are prepared for utilization of the technical requirements related to the use of information and communication technologies, and it is not always possible to maintain a comfortable learning environment.”