Page 45 - La diversidad de actividades en el proceso de enseñanza aprendizaje del docente en linea.

Abstract
45

This investigation analyzes if a sequence of interactive activities based on digital technology
contributes to achieve meaningful learning of the uniform acceleration concept on “Colegio de
Bachilleres” first semester students. To carry out this investigation an open access digital ma-
terial related to Physics search was made and the design of a didactic proposal including three
axes: face-to-face instruction; feedback during the entire process and promotion of reflection
extra class using simulators, 48 students participated on four groups of activities. Instruments
used to collect data includes: Diagnostic and final questionnaires, pencil and paper activities,
working with a simulator during the didactic sequence and field diary carried out by the pro-

fessor (what was done and how was it done), face to face activities story, as well as listening
discussions about the way to board numeric problems. Theoretical elements used for data
analysis are based on the Theory of representations, in which interaction between different
representations of a mathematical object is essential for the construction of the concept.

Results obtained shows evidence that some students achieve conversion between tabular
and graphic representations even without working with a simulator, which according to the
theory of representations gives evidence of conceptual learning. On the other hand, students
who worked with a simulator, successfully achieved the conversion of tabular representation
to graphic representation, identification of variables, selection of algebraic model, clearance of
unknown variable, substitution of values and mathematical operations. Data showed sufficient
evidence to assume and assert that the use of sequences of interactive activities, implement- La diversidad de actividades en el proceso de enseñanza aprendizaje del docente en línea
ed through information and communication technologies, can influence and promote positive
achievement of meaningful learning of the uniform acceleration concept.

Key words: Meaningful learning, representations, simulation, uniform acceleration.