PHET Y LABORATORIOS TRADICIONALES: UN ENFOQUE HÍBRIDO PARA LA ENSEÑANZA DE SOLUCIONES QUÍMICAS

Gabriela Campos Mera; Santiago Torres Barahona

doi:10.47187/perf.v1i35.365

Autores/as

Gabriela Campos Mera Universidad de Granada, Facultad de Ciencias de la Educación, Departamento de Didáctica de las Ciencias Experimentales, Educación para la Sostenibilidad, Granada, España
Santiago Torres Barahona Escuela Superior Politécnica de Chimborazo, Facultad de Mecánica, Grupo de Investigación en Materiales Avanzados, Riobamba, Ecuador

DOI:

https://doi.org/10.47187/perf.v1i35.365

Palabras clave:

Química, Laboratorio, Simulación, Concentración de disoluciones, Aprendizaje

Resumen

Los simuladores y laboratorios virtuales se han convertido en herramientas pedagógicas eficaces para la enseñanza de conceptos científicos complejos. Este estudio investigó la efectividad de integrar el laboratorio virtual PhET con métodos de laboratorio tradicionales para enseñar de manera práctica la temática concentración de soluciones químicas. Mediante un diseño cuasiexperimental con 92 estudiantes de segundo año de bachillerato, se compararon dos grupos: uno con instrucción híbrida (n=46) y otro con métodos tradicionales (n=46). Los análisis estadísticos mostraron diferencias significativas entre grupos en el post-test (p<0,001), con un tamaño del efecto grande (d de Cohen = 1,384). El grupo experimental obtuvo una media de 8,45/10 frente a 6,82/10 del grupo control. La evaluación por dimensiones reveló mejores resultados en la comprensión conceptual, cálculos y aplicación práctica en el grupo experimental. En conclusión, la integración de laboratorios virtuales y tradicionales potencia el aprendizaje y favorece la comprensión profunda de los conceptos de soluciones químicas.

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