Keyboards or clickers as a complementary instrument that favors the construction of Meaningful Learning in the resolution of problems in electromagnetism

Abstract

One of the difficulties that the theory of significant learning has is to be able to immediately determine conceptual assimilation, that is, to know how the learner is interacting between the previous concepts and the new concepts to be learned. The tecleras or clickers as a technological instrument of the new information and communication technologies allow us to have instantaneous answers from each one of the students when they are subjected to questions that explain their assimilation process. This research proposes a teaching method in problem solving, based on guided inquiry, so that the teacher detects the assimilation of the students when they solve problems. It is underpinned by Ausubel's theory of meaningful learning and Vygotsky's sociocultural theory. The investigation is solved by means of a mixed, quantitative and qualitative methodology, with a quasi-experimental design, where two groups are compared in problem solving; a control group and an experimental group. Problem solving is carried out in an Electromagnetism course, at university undergraduate level. The results show significant progress in the acquisition of significant learning between the experimental group and the control group.