Connectivist theory in the learning of derivatives with high school students
DOI:
https://doi.org/10.55204/pcc.v3i1.13Keywords:
Connectivist, learning, education, technology, derivativesAbstract
The research was carried out with the second year parallel high school students "B" and "D" of the Amelia Gallegos Díaz Educational Unit, emphasizing the contribution demanded by the education system in the unified general high school of the Ministry of Education in Ecuador. , through the integration of technological tools with their resources to strengthen the development of learning in derivatives, where the lack of implementation of computer didactic resources was evidenced, for this reason the general objective was formulated: to determine the relationship between the connectivist theory and the learning of derivatives, the scientific domain is attributed to socio-educational innovation, oriented to the line of ICT research in education, the research design was non-experimental, descriptive and field, its level was framed in the exploratory and correlational fields. For data collection, the observation sheet and the objective test were applied both in parallel "B" where the use of technological didactic materials suggested by the connectivist theory was observed, it is necessary to indicate that in parallel "D" it was not visualized the application of connectivism. As one of the most important conclusions, it can be indicated that the students have a great acceptance and a better response in relation to the connection with the computer resources that are socialized as a transversal axis for the learning of derivatives.
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