Analysis of Significant Learning Applied d-Learning in the Teaching of Physics in Secondary Education
DOI:
https://doi.org/10.5944/ried.24.2.28399Keywords:
significant learning, learning analytics, Physics teaching, d-learningAbstract
The unprecedented context of uncertainty caused by the COVID-19 disease stresses the educational system of secondary education. Isolation and social distancing forced the change from face to face education to remote emergency training to guarantee pedagogical continuity. Faced with this change in modality, learning analytics as a research method of techno-pedagogical d-learning models allow evaluating its effects on the development of meaningful learning. The present investigation was carried out in a group of 69 students with an average age of 16.06 years. The techno-pedagogical model was based on the use of the applications of the collaboration tools of Google Suit for Education. The contents were developed for the teaching of Newton's Laws of Motion from an interdisciplinary approach (Physics and Physical Education) based on the Science, Technology and Society perspective. The data collection of the learning process was carried out over a period of three months. For its analysis, four categories of analytics were applied: the instructional context, the motivation, the content and the discourse. The results identify the development of metacognitive skills: meta-learning and meta-knowledge. From the discussion, the idea of a meaningful learning analytics that allows transforming information and communication technologies into learning technologies and metacognitive knowledge is arrived at.
FULL ARTICLE:
https://revistas.uned.es/index.php/ried/article/view/28399/23186
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