Didactic strategies and technology used in teaching science. A systematic review
DOI:
https://doi.org/10.33010/ie_rie_rediech.v13i0.1396Keywords:
Science education, educational strategies, school laboratories, educational technologyAbstract
This article shows the results of a systematic review of the literature on teaching strategies and experimentation experiences used in science teaching to analyze the contribution of the use of modern scientific concepts, and the development of skills in science and technology, showing as well the integration and solution of problems and laboratory practices that facilitate dialogue and the presentation of one’s ideas, in addition to obtaining information on the desirable characteristics that technological tools or devices applied to education that favor the development of scientific skills in students should consider. The conformation of the study corpus was carried out using logical Boolean operators in the Scopus and Dialnet databases. The grouping-analysis criteria were teaching strategies and school laboratory or experimentation experiences. The results show that the didactic strategies used do contribute to the development of scientific skills and basic concepts in science. School experimentation activities based or not on technology such as virtual, remote, or electronic laboratories facilitate the experience of scientific inquiry at school, having problem-solving as an area of opportunity.
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