Acceso usuarios
Huelva, España
La entrada de las TIC en general en el mundo académico es ya una realidad, el número de investigaciones, actividades divulgadas por los distintos medios tanto formales como no formales así lo demuestran. Los videojuegos (VJ) en particular juegan un papel importante en muchas de ellas. No obstante, el tratamiento de estos en el aula de ciencias experimentales (CCEE) es más escaso, y los que hay solo pertenecen a aquellas de corte divulgativo. Por tanto, existe una necesidad de profundizar sobre este recurso y en el área de CCEE en particular, con la finalidad de generar modelos de buenas prácticas y su implantación en el aula de ciencias.
En este estudio se presenta un estudio sobre las concepciones que tienen los docentes, tanto en formación inicial como en ejercicio, sobre el papel de los VJ en el tratamiento de las competencias y/o contenidos de ciencias. Se ha abordado bajo un corte cuantitativo dentro de un paradigma interpretativo, vislumbrándose la necesidad de acercarse a la subjetividad que existe en las competencias a través de los indicadores objetivos que nos permiten los contenidos.
The entrance of TIC in general in the academic world is a reality, the number of investigations, reported by the various formal and non-formal means activities prove it. Videogames in particular play an important role in many of them. However the treatment of these in the classroom experimental sciences (CCEE) is scarce, and there is only belong to those of divulging court. Therefore, there is a need to deepen this resource and CCEE area in particular in order to generate models of good practice and its implementation in the science classroom. In this study, a study on the conceptions that teachers have both initial training and exercise on the role of VJ in the treatment of skills and / or science content is presented. It has been addressed under a quantitative court within an interpretive paradigm, glimpsing the need to approach the subjectivity that exists in competitions through objective indicators that allow us content.The authors of the article conform a group specialized in educational innovation and have participated in different activities related to ICT. They have attended different courses and collaborated in 5 educational innovation projects. The work carried out by the group reckons that ICT can be applied to any course and teaching modality and that students positively value the usefulness of the interactive activities developed, mainly for their self-assessment process. Therefore, the prospects are to continue working in the development and implementation of new dynamic tools that support the teaching-learning process in the stages of assimilation of concepts, review and evaluation.
