Development of critical thinking in engineering students through a didactic strategy that integrates remote laboratories on electrical circuits: first intervention

The objective of this research is to evaluate the effect of a didactic strategy that integrates remote laboratory practices on the subject of electrical circuits to promote the development of critical thinking in engineering students from a state university in Ecuador. It is design-based research th...

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Autores principales: Guerrero Zambrano, Marcos, Concari, Sonia Beatriz
Formato: Artículo revista
Lenguaje:Español
Publicado: Asociación de Profesores de Física de la Argentina 2023
Materias:
Remote laboratory
Electrical circuits
Learning
Didactic strategy
Critical thinking
Laboratorio remoto
Circuitos eléctricos
Aprendizaje
Estrategia didáctica
Pensamiento crítico
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaEF/article/view/43684
Aporte de:
Revista de Enseñanza de la Física de Universidad Nacional de Córdoba
id I10-R316-article-43684
record_format ojs
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-316
container_title_str Revista de Enseñanza de la Física
language Español
format Artículo revista
topic Remote laboratory
Electrical circuits
Learning
Didactic strategy
Critical thinking
Laboratorio remoto
Circuitos eléctricos
Aprendizaje
Estrategia didáctica
Pensamiento crítico
spellingShingle Remote laboratory
Electrical circuits
Learning
Didactic strategy
Critical thinking
Laboratorio remoto
Circuitos eléctricos
Aprendizaje
Estrategia didáctica
Pensamiento crítico
Guerrero Zambrano, Marcos
Concari, Sonia Beatriz
Development of critical thinking in engineering students through a didactic strategy that integrates remote laboratories on electrical circuits: first intervention
topic_facet Remote laboratory
Electrical circuits
Learning
Didactic strategy
Critical thinking
Laboratorio remoto
Circuitos eléctricos
Aprendizaje
Estrategia didáctica
Pensamiento crítico
author Guerrero Zambrano, Marcos
Concari, Sonia Beatriz
author_facet Guerrero Zambrano, Marcos
Concari, Sonia Beatriz
author_sort Guerrero Zambrano, Marcos
title Development of critical thinking in engineering students through a didactic strategy that integrates remote laboratories on electrical circuits: first intervention
title_short Development of critical thinking in engineering students through a didactic strategy that integrates remote laboratories on electrical circuits: first intervention
title_full Development of critical thinking in engineering students through a didactic strategy that integrates remote laboratories on electrical circuits: first intervention
title_fullStr Development of critical thinking in engineering students through a didactic strategy that integrates remote laboratories on electrical circuits: first intervention
title_full_unstemmed Development of critical thinking in engineering students through a didactic strategy that integrates remote laboratories on electrical circuits: first intervention
title_sort development of critical thinking in engineering students through a didactic strategy that integrates remote laboratories on electrical circuits: first intervention
description The objective of this research is to evaluate the effect of a didactic strategy that integrates remote laboratory practices on the subject of electrical circuits to promote the development of critical thinking in engineering students from a state university in Ecuador. It is design-based research that combines both quantitative and qualitative methodologies divided into two interventions; here we present the first intervention in which a teacher and 60 subjects between 18 and 20 years of age participated. The design of the didactic strategy included readings, open and closed questions and carrying out experimental practices with a remote laboratory. Two tests were applied to determine the levels of development of critical thinking and the level of learning achievement of the studied subjects: at the beginning, prior to the design and application of the strategy, as a diagnostic evaluation and at the end, after applying the didactic strategy. Comparing the results of both tests at the beginning and at the end of the application of the didactic strategy, it was found that 33 subjects increased their level of critical thinking by at least 1 point, a result validated with the Wilcoxon test, and 38 subjects increased their level of learning achievement by at least 1 point, a result validated through the Hake gain, which corresponds to 61 % and 63 % respectively of the total sample. As a result of the application of the didactic strategy, of the 60 subjects in the sample, 23 (38 %) significantly improved both the development of critical thinking and learning.
publisher Asociación de Profesores de Física de la Argentina
publishDate 2023
url https://revistas.unc.edu.ar/index.php/revistaEF/article/view/43684
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last_indexed 2024-09-03T20:41:12Z
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spelling I10-R316-article-436842024-06-18T02:10:59Z Development of critical thinking in engineering students through a didactic strategy that integrates remote laboratories on electrical circuits: first intervention Desarrollo del pensamiento crítico en estudiantes de Ingeniería mediante una estrategia didáctica que integra laboratorios remotos sobre circuitos eléctricos: primera intervención Guerrero Zambrano, Marcos Concari, Sonia Beatriz Remote laboratory Electrical circuits Learning Didactic strategy Critical thinking Laboratorio remoto Circuitos eléctricos Aprendizaje Estrategia didáctica Pensamiento crítico The objective of this research is to evaluate the effect of a didactic strategy that integrates remote laboratory practices on the subject of electrical circuits to promote the development of critical thinking in engineering students from a state university in Ecuador. It is design-based research that combines both quantitative and qualitative methodologies divided into two interventions; here we present the first intervention in which a teacher and 60 subjects between 18 and 20 years of age participated. The design of the didactic strategy included readings, open and closed questions and carrying out experimental practices with a remote laboratory. Two tests were applied to determine the levels of development of critical thinking and the level of learning achievement of the studied subjects: at the beginning, prior to the design and application of the strategy, as a diagnostic evaluation and at the end, after applying the didactic strategy. Comparing the results of both tests at the beginning and at the end of the application of the didactic strategy, it was found that 33 subjects increased their level of critical thinking by at least 1 point, a result validated with the Wilcoxon test, and 38 subjects increased their level of learning achievement by at least 1 point, a result validated through the Hake gain, which corresponds to 61 % and 63 % respectively of the total sample. As a result of the application of the didactic strategy, of the 60 subjects in the sample, 23 (38 %) significantly improved both the development of critical thinking and learning. La presente investigación tiene como objetivo evaluar el efecto de una estrategia didáctica que integra practicas con laboratorio remoto en el tema de circuitos eléctricos para promover el desarrollo del pensamiento crítico en estudiantes de ingeniería de una universidad estatal del Ecuador. Se trata de una investigación basada en diseño que combina metodologías tanto cuantitativa como cualitativa dividida en dos intervenciones; aquí se presenta la primera intervención en la que participó un docente y 60 sujetos que oscilan entre los 18 y 20 años de edad. El diseño de la estrategia didáctica incluyó lecturas, preguntas abiertas y cerradas y realización de prácticas experimentales con laboratorio remoto. Se aplicaron pruebas para determinar los niveles de desarrollo del pensamiento crítico y el nivel de logro de aprendizaje de los sujetos de estudio: al inicio, previo al diseño y a la aplicación de la estrategia, como evaluación diagnóstica y, al final, después de aplicada la estrategia didáctica. Comparando los resultados de ambas pruebas al inicio y al final de la aplicación de la estrategia didáctica, se obtuvo que 33 sujetos aumentaron en al menos 1 punto su nivel de pensamiento crítico, resultado validado con la prueba de Wilcoxon y 38 sujetos aumentaron en al menos 1 punto su nivel de logro de aprendizaje, resultado validado a través de la ganancia de Hake, lo que corresponde al 61 % y 63 % respectivamente del total de la muestra. Como resultado de la aplicación de la estrategia didáctica, de los 60 sujetos de la muestra, 23 (38 %) mejoraron significativamente tanto el desarrollo de pensamiento crítico como el aprendizaje. Asociación de Profesores de Física de la Argentina 2023-12-19 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaEF/article/view/43684 10.55767/2451.6007.v35.n2.43684 Journal of Physics Teaching; Vol. 35 No. 2 (2023): July - December; 45-62 Revista de Enseñanza de la Física; Vol. 35 Núm. 2 (2023): Julio - Diciembre; 45-62 Revista de Enseñanza de la Física; v. 35 n. 2 (2023): Julho - Dezembro; 45-62 2250-6101 0326-7091 10.55767/2451.6007.v35.n2 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/43684/43787 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/43684/43960 http://creativecommons.org/licenses/by-nc-nd/4.0

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