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Percepción docente sobre la Realidad Aumentada en la Enseñanza de Ciencias en Primaria. Análisis DAFO
| Content Provider | Semantic Scholar |
|---|---|
| Author | Martínez, Lourdes Villalustre Pérez, Mª Esther Del Moral Piñeiro, María Del Rosario Neira |
| Copyright Year | 2019 |
| Abstract | Esta investigacion pretende: a) identificar las posibilidades didacticas de la Realidad Aumentada (RA) para el aprendizaje cientifico en primaria percibidas por los docentes y b) efectuar un analisis DAFO relativo a su implementacion en la ensenanza de ciencias. Para ello, se analizan - mediante un cuestionario- las percepciones de una muestra de docentes (N=41) participantes en el proyecto Experiment with Augmented Reality, impulsado por la Consejeria de Educacion asturiana (2017-18), donde participaron 542 alumnos; y posteriormente, al termino de dicho proyecto, se llevo a cabo un analisis DAFO. Entre los resultados se destaca que el profesorado considera que la RA incrementa las competencias cientificas del alumnado y su motivacion hacia la ciencia, fomenta la colaboracion y genera un clima de aula propicio para la indagacion y el trabajo por proyectos. Sin embargo, se detectan dificultades como la escasa formacion docente y la precariedad de los recursos tecnologicos de las escuelas. Palabras clave: realidad aumentada, contenidos cientificos, competencia cientifica, educacion primaria. Teachers´perception about augmented reality for teaching science in primary education. SWOT Analysis. Abstract: The aims of this research are: a) to identify the educational possibilities of Augmented Reality (AR) for Science learning in primary education, according to the teachers’ perception, and b) to do a SWOT analysis related to AR implementation in Science teaching and learning. With this purpose, a survey was used to analyse the perceptions of a sample of teachers (N=41) participating in the Project Experiment with Augmented Reality, supported by the Asturian Department of Education (2017-18), which involved 542 schoolchildren. Afterwards, at the end of the project, a SWOT analysis was made. Amongst the results, it can be highlighted that, according to the teachers’ perception, AR increases scientific competences in students, as well as their motivation towards science. It also fosters collaboration and creates a classroom environment favourable for investigation and project based learning. However, some difficulties are detected, such as the limited training of teachers and the scarcity of technological resources in schools. Keywords: Augmented reality, scientific contents, scientific competence, primary education. |
| Starting Page | 3301 |
| Ending Page | 3301 |
| Page Count | 1 |
| File Format | PDF HTM / HTML |
| DOI | 10.25267/Rev_Eureka_ensen_divulg_cienc.2019.v16.i3.3301 |
| Volume Number | 16 |
| Alternate Webpage(s) | https://rodin.uca.es/xmlui/bitstream/handle/10498/22094/Revista%20Eureka%20sobre%20Ense%C3%B1anza%20y%20Divulgaci%C3%B3n%20de%20las%20Ciencias%20Vol%2016%20n.3%203301.pdf?isAllowed=y&sequence=1 |
| Alternate Webpage(s) | https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2019.v16.i3.3301 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
