¿Cómo ayuda la Pizarra Digital Interactiva (PDI) a la hora de promover prácticas de indagación y modelización en el aula de ciencias?

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Victor López Simó
Carme Grimalt-Álvaro
Digna Couso Lagarón

Resumen

Resumen: La Pizarra Digital Interactiva (PDI), interfaz táctil conectada a un ordenador, permite no solo escribir o dibujar como en una pizarra tradicional sino también insertar y arrastrar imágenes, navegar o resaltar en pantalla. En este artículo analizamos el potencial de esta herramienta educativa para la enseñanza y aprendizaje de las ciencias en secundaria desde la perspectiva de la práctica científica, centrándonos en las esferas de indagación y modelización. Para ello, se han analizado 20 talleres experimentales de física, química y biología dirigidos a estudiantes de 13 a 17 años y que se llevan a cabo en un laboratorio informatizado. Estos talleres están estructurados en torno a un ciclo de aprendizaje que incluye las siguientes etapas: explorar los modelos iniciales del alumnado, diseñar experimentos, realizar predicciones e hipótesis, recoger y analizar datos experimentales y elaborar modelos consensuados en grupo. El análisis ha permitido caracterizar qué acciones con la PDI se utilizan en cada etapa del ciclo definido, e identificar aquellos episodios relevantes donde el potencial del dispositivo es clave a la hora de promover que los y las estudiantes se involucren en procesos de indagación y modelización.


Palabras clave: Pizarra Digital Interactiva; argumentación; indagación; modelización; educación secundaria; aplicaciones informáticas; How does the Interactive Whiteboard (IWB) help in promoting practices of inquiry and modeling in science classroom?


Abstract: Interactive Whiteboards (IWB) are touch interfaces connected to a computer. As such, they enable the user not only to write and draw on the screen as with traditional whiteboards, but also to insert and drag pictures, as well as to navigate or highlight on the screen. In this paper, we analyze the potential of these educational tools in secondary school science education from the perspective of promoting students’ participation in the scientific practices, focusing on inquiring and modelling. To this end, 20 physics, chemistry and biology experimental workshops have been analyzed. All these workshops were carried out in a computer-based laboratory and were addressed to 13 to 17-year-old-students. The workshops are structured around a learning sequence that includes the following stages: exploration of students’ previous ideas, design of experiments, development of predictions and hypothesis, experimental data gathering and analysis, and group elaboration of consensus models. The analysis has made possible to characterize which actions carried out with the IWB are used in each stage of the defined cycle, and to identify those relevant episodes where the potential of the device is key in encouraging students to participate in inquiry and modeling practices.


Keywords: Interactive Whiteboard; argumentation; inquiry; modelling; secondary education; computer applications

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López Simó, V., Grimalt-Álvaro, C., & Couso Lagarón, D. (2018). ¿Cómo ayuda la Pizarra Digital Interactiva (PDI) a la hora de promover prácticas de indagación y modelización en el aula de ciencias?. Revista Eureka Sobre Enseñanza Y Divulgación De Las Ciencias, 15(3), 3302. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2018.v15.i3.3302
Sección
La educación científica hoy

Citas

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