Identificador: TDX:3053
Autores: Fuentes Hurtado, María de las Mercedes
Resumen:
This research proposes an enrichment of the training of Secondary teachers in the scientific-technological field through a training plan based on the pedagogical model TPACK (Mishra and Koehler, 2006) and that contextualizes the three knowledges of the model in : integrated STEM content (Duque, Celis and Camacho, 2011), gamified methodology that encourages motivation (Pérez-Manzano and Almela-Baeza, 2018) and use of information and communication technologies (ICT) to stimulate student learning (Prensky, 2005).
The methodology followed in this study, from which the teaching training plan in ICT gamified experiences for STEM derives, is Design Based Research (DBR) (Plomp, 2013) and is based on four phases: documentary analysis, prototype development, testing and implementation of the ultimate solution.
In addition to the final product itself in the form of a teacher training plan, during the research process a tool (checklist) has been developed to guide the process of designing STEM teaching units gamified with ICT and qualify quantitative quality of these units. Finally, the analysis of the perceptions of the teachers participating in the training shows the effectiveness of the training due to the fact that teachers feel able to integrate STEM content, implement a gamified methodology and use the most appropriate ICTs both to integrate the contents and to gamify the teaching units. It is noted that the transferability to the daily teaching practice of the learnings acquired during the training is conditional on obtaining the support of other teachers which to work with as a team and collaborate in order to carry out the demanding task in time and effort of designing and implementing ICT-based STEM teaching units.
Repositori URV