Las TIC en la resolución de problemas y pensamiento crítico

Abstract

The incorporation of TICs into the teaching-learning process should enable students to develop the skills they need to be successful in the knowledge society and according to the golden rules of 21st-century education, one must now "seek written information, observe; Collect and record; Communicate in a hypermedia environment, using different types of information and media; And design objects and actions "according to Semenov (2005). The low academic performance and the lack of motivation for the learning of Chemistry served as motivation to implement a didactic strategy that has as main objective to design an OVA, that will be housed in an AVA and that will serve to improve the learning of the Chemistry, as To problem solving and critical thinking. This project is aimed at middle school students and has as theoretical foundations the ideas of Cabero (2007) concerning the teaching of chemistry; And theories of significant learning of Piaget, David Ausubel, sociocultural theory of Lev Vygotsky and discipline according to Bartolomé (1999) with the classification of multimedia training that collects all the resources that will be used for the development of the OVA. The methodology of the research is Action-participation in which according to Lomax (1990) the teacher reflects on his praxis to transform it. The sample to apply the project is 57 students of the tenth grade. The different tests, activities, and resources used have evidenced a positive impact on performance or academic achievement, and on students' motivation for TIC-mediated chemistry learning, an improvement in student learning is observed.