Innovative experience of the ontological structuring of knowledge with teachers and students
The objective of this article is to evaluate the effect of the incorporation of the Marcos System for Significant Learning (SIMAS) software in teaching practices in two educational institutions, Escuela Normal Superior de Ubaté, ENSU and Fundación de Educación Superior Nueva América, FESNA. The meth...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2017
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/6169 |
| _version_ | 1802223973601116160 |
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| author | Londoño Palacio, Olga Lucía Calderón Villafáñez, Liccy Catalina Lucumí Useda, Paola González Castañeda, Martha Alexandra |
| author_facet | Londoño Palacio, Olga Lucía Calderón Villafáñez, Liccy Catalina Lucumí Useda, Paola González Castañeda, Martha Alexandra |
| author_sort | Londoño Palacio, Olga Lucía |
| collection | OJS |
| description | The objective of this article is to evaluate the effect of the incorporation of the Marcos System for Significant Learning (SIMAS) software in teaching practices in two educational institutions, Escuela Normal Superior de Ubaté, ENSU and Fundación de Educación Superior Nueva América, FESNA. The methodological approach was of a mixed nature, attending interviews, observations, logs and field notes from the qualitative perspective and perception surveys applied to teachers and students in the quantitative paradigm. The main results found that the incorporation of software in classes contributed positively in the processes of communication between teachers and students because their use was a change in the approach to teaching strategies related to the use of ICT favoring individual and collaborative work. Likewise, an increase was seen in the grounds of both actors to the process of learning, finding new ways to interact with each other and with the contents, also favoring the integration of different areas. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-6169 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2017 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-61692022-06-15T17:16:36Z Innovative experience of the ontological structuring of knowledge with teachers and students Experiencia innovadora de la estructuración ontológica del conocimiento con docentes y estudiantes Expérience innovante de la structure ontologique de la connaissance avec les enseignants et les étudiants Experiência inovadora da estruturação ontológica do conhecimento com docentes e estudantes Londoño Palacio, Olga Lucía Calderón Villafáñez, Liccy Catalina Lucumí Useda, Paola González Castañeda, Martha Alexandra innovation ontological representations practice teaching learning innovación representación ontológica práctica docente aprendizaje innovation représentation ontologique la pratique de l’enseignement l’apprentissage inovação representação ontológica pratica docente aprendizagem The objective of this article is to evaluate the effect of the incorporation of the Marcos System for Significant Learning (SIMAS) software in teaching practices in two educational institutions, Escuela Normal Superior de Ubaté, ENSU and Fundación de Educación Superior Nueva América, FESNA. The methodological approach was of a mixed nature, attending interviews, observations, logs and field notes from the qualitative perspective and perception surveys applied to teachers and students in the quantitative paradigm. The main results found that the incorporation of software in classes contributed positively in the processes of communication between teachers and students because their use was a change in the approach to teaching strategies related to the use of ICT favoring individual and collaborative work. Likewise, an increase was seen in the grounds of both actors to the process of learning, finding new ways to interact with each other and with the contents, also favoring the integration of different areas. El objetivo del presente artículo es evaluar el efecto que produjo la incorporación del software Sistema de Marcos para el Aprendizaje Significativo (SIMAS) en las prácticas docentes en dos instituciones educativas, la Escuela Normal Superior de Ubaté, ENSU y la Fundación de Educación Superior Nueva América, FESNA. El enfoque metodológico es mixto, acudiendo a entrevistas, observaciones, bitácoras y diarios de campo desde la perspectiva cualitativa, y a encuestas de percepción aplicadas a docentes y estudiantes en el paradigma cuantitativo. Como resultados se encontró que la incorporación del software generó innovación educativa en los procesos de comunicación entre maestros y estudiantes, pues su uso significó un cambio en el planteamiento de estrategias docentes vinculadas con el uso de TIC que favorecieron el trabajo individual y colaborativo. Así mismo, se percibió un incremento en la motivación los actores frente al proceso de aprendizaje, al encontrar nuevas formas de interactuar entre ellos y con los contenidos, favoreciendo además, la integración de diferentes áreas. Le but de cet article est d’évaluer l’effet produit par l’ajout de cadres du système d’apprentissage signifiants (GAPS) dans les pratiques d’enseignement dans deux logiciels les établissements d’enseignement, l’École Normale de Ubaté, INIT et la Fondation de l’enseignement supérieur New America , FESNA. L’approche méthodologique est mixte, assister à des entrevues, des observations, des journaux et des notes sur le terrain des enquêtes qualitatives en perspective et la perception appliquées aux enseignants et aux étudiants dans le paradigme quantitatif. En conséquence, il a été constaté que l’incorporation de logiciels a généré l’innovation éducative dans les processus de communication entre les enseignants et les étudiants, pour un changement signifiait dans l’approche des stratégies d’enseignement liées à l’utilisation des TIC qui a favorisé le travail individuel et collaboratif. De même, une augmentation des acteurs de motivation devant le processus d’apprentissage, de trouver de nouvelles façons d’interagir les uns avec les autres et avec le contenu, ce qui favorise également l’intégration des différents domaines perçus. O objetivo deste artigo é avaliar o efeito que produziu a incorporação do “software” Sistema de Marcos para a Aprendizagem significativa (SIMAS) nas práticas docentes nas instituições educativas, a Escola Normal Superior de Ubaté, ENSU e a Fundação de Educação Superior Nova América, FESNA. O enfoque metodológico é misto, trabalhando com entrevistas, observações e diários de campo desde a perspectiva qualitativa, e a pesquisa de percepção aplicada a docentes e estudantes no paradigma qualitativo. Como resultados encontrou-se que a incorporação do “software” gerou inovação educativa nos processos de comunicação entre professores e estudantes, pois, seu uso significou uma mudança no planejamento de estratégias docentes vinculadas com o uso de TIC que favoreceram o trabalho individual e corporativo. Assim, se percebeu um acrescentamento na motivação dos atores segundo o processo da aprendizagem, ao encontrar novas formas de interagir entre eles e com os conteúdos, favorecendo ademais, a integração de diferentes áreas. Universidad Pedagógica y Tecnológica de Colombia 2017-01-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/6169 10.19053/22160159.v8.n16.2017.6169 Praxis & Saber; Vol. 8 No. 16 (2017): Didáctica, Aprendizaje y Escritura; 83 - 104 Praxis & Saber; Vol. 8 Núm. 16 (2017): Didáctica, Aprendizaje y Escritura; 83 - 104 Praxis & Saber; Vol. 8 No 16 (2017): Didáctica, Aprendizaje y Escritura; 83 - 104 Praxis & Saber; V. 8 N. 16 (2017): Didáctica, Aprendizaje y Escritura; 83 - 104 Praxis & Saber; v. 8 n. 16 (2017): Didáctica, Aprendizaje y Escritura; 83 - 104 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/6169/5241 |
| spellingShingle | innovation ontological representations practice teaching learning innovación representación ontológica práctica docente aprendizaje innovation représentation ontologique la pratique de l’enseignement l’apprentissage inovação representação ontológica pratica docente aprendizagem Londoño Palacio, Olga Lucía Calderón Villafáñez, Liccy Catalina Lucumí Useda, Paola González Castañeda, Martha Alexandra Innovative experience of the ontological structuring of knowledge with teachers and students |
| title | Innovative experience of the ontological structuring of knowledge with teachers and students |
| title_alt | Experiencia innovadora de la estructuración ontológica del conocimiento con docentes y estudiantes Expérience innovante de la structure ontologique de la connaissance avec les enseignants et les étudiants Experiência inovadora da estruturação ontológica do conhecimento com docentes e estudantes |
| title_full | Innovative experience of the ontological structuring of knowledge with teachers and students |
| title_fullStr | Innovative experience of the ontological structuring of knowledge with teachers and students |
| title_full_unstemmed | Innovative experience of the ontological structuring of knowledge with teachers and students |
| title_short | Innovative experience of the ontological structuring of knowledge with teachers and students |
| title_sort | innovative experience of the ontological structuring of knowledge with teachers and students |
| topic | innovation ontological representations practice teaching learning innovación representación ontológica práctica docente aprendizaje innovation représentation ontologique la pratique de l’enseignement l’apprentissage inovação representação ontológica pratica docente aprendizagem |
| topic_facet | innovation ontological representations practice teaching learning innovación representación ontológica práctica docente aprendizaje innovation représentation ontologique la pratique de l’enseignement l’apprentissage inovação representação ontológica pratica docente aprendizagem |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/6169 |
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