Implementación y evaluación del aula invertida en la cátedra de Programación Básica
Palabras clave:
Aula Invertida, Pensamiento Lógico, Programación BásicaResumen
Los fundamentos de programación constituyen una asignatura transversal en carreras de ingenierías de sistemas y afines a nivel mundial; ya que es la base que los estudiantes necesitan para el desarrollo del pensamiento lógico. La complejidad del desarrollo del pensamiento lógico, así como el bajo nivel pre-universitario, generan desmotivación de los estudiantes hacia esta asignatura, que provoca el abandono de sus carreras en fases tempranas. Este escenario es ratificado por múltiples estudios, que concuerdan en la problemática, así como al interior de la Facultad de Ciencias Informáticas (FCI) de la Universidad Técnica de Manabí. Esta problemática, evidencia la necesidad de desarrollar soluciones desde el cuerpo docente. Consecuentemente, este estudio analiza la incidencia de la aplicación de la estrategia de aula invertida en el proceso de enseñanza aprendizaje de la cátedra de Programación Básica. Este documento presenta un experimento piloto utilizando la estrategia de aula invertida que se impartió en cinco escenarios de programación básica a 125 estudiantes de primer año de ingenierías. Se empleó la plataforma e-Virtual FCI (Facultad de Ciencias Informáticas) para visualizar el contenido digital de la materia. En los resultados se presenta información sobre la experiencia de los estudiantes sobre las actividades del aula invertidas, el análisis de las calificaciones de los estudiantes y la percepción del docente al inicio y final del estudio. Luego de la aplicación de la estrategia de clase invertida, se observó una mejora en el rendimiento de los estudiantes.
PALABRAS CLAVE: Aula Invertida; Pensamiento Lógico; Programación Básica.
Implementation and evaluation of the flipped classroom in the Basic Programming chair
ABSTRACT
Programming foundations is a cross-sectional subject in systems engineering and related careers worldwide; since it is the base that students need for the development of logical thinking. The complexity of the development of logical thinking, as well as the low pre-university level, generate demotivation on the students towards this subject, which causes the abandonment of their careers in early stages. This scenario is ratified by multiple studies, which agree on the problem, as well as within the Faculty of Computer Sciences (FCI) of the Universidad Técnica de Manabí. This issue evidences the need to develop solutions by the teaching staff. Consequently, this study analyzes the incidence of the application of the flipped classroom strategy in the teaching and learning process of Basic Programming. This document presents an experiment applied in five basic programming scenarios, to 125 first year engineering students, using the flipped classroom strategy. The e-Virtual FCI platform was used to visualize the digital content of the subject. The results present information on the students' experiences about the inverted classroom activities, the analysis of the students' grades and the teacher's perceptions at the beginning and end of the study. After the application of the Flipped classroom strategy, an improvement in student performance was observed.
KEYWORDS: Flipped Classroom; Logical Thinking; Basic Programming.
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Derechos de autor 2021 Elba Tatiana Zambrano-Solórzano, Lorena Elizabeth Bowen-Mendoza, Monica Elva Vaca-Cárdenas, Fabricio Javier Santana-Campoverde, Jaime Alcides Meza-Hormaza
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
