Dichotomous keys: adaptations for use in geology classes
The constructivist paradigm suggests that the teaching process must be dynamic, with the active participation of the learner. In this context, the decisions made in the classroom by the teacher have a direct impact on the teaching-learning process. This work discloses the result of the application o...
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| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Facultad de Ciencias Exactas y Naturales y Agrimensura
2024
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| Acceso en línea: | https://revistas.unne.edu.ar/index.php/fce/article/view/7368 |
| Aporte de: |
| Sumario: | The constructivist paradigm suggests that the teaching process must be dynamic, with the active participation of the learner. In this context, the decisions made in the classroom by the teacher have a direct impact on the teaching-learning process. This work discloses the result of the application of dichotomous keys in the Geology subject. Geology is part of the study plan of three careers of the Faculty of Exact and Natural Sciences and Agriculture of the Universidad Nacional del Nordeste. Year after year, we observed the difficulty of the students to be able to identify minerals and different types of rocks, the decision was made to look for a visual didactic tool that helps the students in this process. For this, dichotomous keys were adapted taking into account the available geological material and the needs of the students, resulting in four types of keys adapted to the region. As a result of its application, we observed greater independence of the students in the identification of the geological material provided in the practical classes and better performance in the evaluations that require recognition of this type of material. |
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