Becerra García, Eulalia
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Becerra García, Eulalia
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Ambato

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Learning Natural Science Through Interactive Resources

2025 , Becerra García, Eulalia , Yánez Rueda, Hugo , Mora Rosales, José

Learning Natural Sciences through interactive resources enhances the understanding of complex concepts by offering visual and hands-on experiences. These tools allow students to explore natural phenomena, perform simulated experiments and visualize processes invisible in real life. Objective: Examine how interactive tools influence the retention of complex natural science concepts. Methodology: It follows a positivist paradigm, with a quantitative approach, a field study and a sample of 60 elementary school students to whom a questionnaire was applied to measure knowledge before and after applying the interactive resources. Results: A course was created within the Moodle virtual learning environment focused on improving the learning of Natural Sciences with interactive resources elaborated in the technological tools: powtoon, Phet Interactive Simulations and H5p Interactive with selected topics of natural sciences based on their pedagogical relevance and the capacity of concepts to be exploited with interactive simulators. Conclusions: Interactive resources were developed to improve natural science learning, with technological tools that made the contents more interactive, visual and accessible.

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Dialogic communication in the execution of group techniques in the English language

2025 , Becerra García, Eulalia , Mora Rosales, José

Introducción: La comunicación dialogica cumple un rol importante en el desarrollo del importante en el desarrollo del niño durante su proceso formativo, permite lograr una interacción adecuada en su entorno, a través de la expresión de las ideas para desarrollar contextos colaborativos y comprensivos. Metodología: Atiende a una postura paradigmática positivista, con un  enfoque cuantitativo, con un estudio de campo y una muestra de cien estudiantes a los que se aplicó una encuesta para conocer las estrategias que aplican los docentes  para la enseñanza del inglés. Resultados: Se diseño cuatro estrategias para profundizar la comunicación dialógica en la ejecución de las técnicas grupales, cada estrategia con el tema, recursos y el procedimiento para la ejecución. Discusión: Las estrategias del diálogo participativo permite al estudiante la libre expresión de ideas y proponer alternativas de solución a un problema (Carretero, 2020). La comunicación afectiva es elemento clave para un aprendizaje significativo (Zubiri, 2020). Para (Wilton, 2020) el acompañamiento pedagógico con una comunicación efectiva fortalece las capacidades y habilidades comunicativas. Conclusiones: Se aplicó cuatro estrategias que fomentaron la comunicación dialógica en la ejecución de las técnicas grupales, los datos del rendimiento académico evidencian la eficacia de estas estrategias.

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Meaningful Learning of Natural Sciences Based on PBL

2024 , Becerra García, Eulalia , Erika Telenchana Perez , Carina Arroba Naranjo , Mora Rosales, José

Education requires going beyond educational approaches focused on the transmission and reception of knowledge, through actions that promote meaningful learning. Project-based learning (PBL) is presented as an active methodology to improve the teaching-learning process that allows not only to expand communication skills but also to encourage creativity and awareness for research in students. The objective of this research was to design a guide of didactic activities based on promoting learning through projects from the academic planning, execution and evaluation phases, in order to motivate students through cooperative work and research to solve contextual challenges or problems. Theoretical methods were used: historical analysis, analytical-synthetic, inductive – deductive and techniques such as surveys with questionnaires. This study’s population had 37 seventeen- years- old students from elementary education and 4 teachers from the area of natural sciences. The findings show that teachers face weaknesses related to the use of strategies; therefore, the need to design a guide that promotes PBL activities is necessary. It is evident that students can highly improve with the application of the mentioned guide.

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Qualitative and Quantitative Pathways in Educational Research: A Systematic Review

2024 , Mora Rosales, José , Zurita Álava, Susana , Yánez Rueda, Hugo , Becerra García, Eulalia

The present study aimed to know the qualitative and quantitative paths in educational research A methodology of a systematic review (RS) of literature of basic type was used, descriptive exploratory study of diverse publications with both qualitative and quantitative approaches, resulting from thorough and procedural research, in various databases of recognized quality such as Scopus, Google Scholar and Dialnet As results after the application of the PRISMA flowchart and the verification of the inclusion and exclusion criteria, 20 documents were analyzed in both English and Spanish, published between 2019 and 2023. As a conclusion, it was specified that the qualitative and quantitative paths in educational research are directed towards innovative, reflective, collaborative and critical thinking research. Likewise, educational researchers should be prepared in conceptual, procedural, attitudinal and functional terms to face the emerging challenges, as a consequence of the dynamic and changing situation of the needs and expectations of world society.

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