Browsing by Author "Coello Apolo, Juan Diego"

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Enseñanza de la Física y Aprendizaje Colaborativo: estrategias para manejo de grupos
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-24) Maldonado Naula, Jorge Andres; Coello Apolo, Juan Diego
This research arose in response to the need for guidance on group management strategies among students in the Pedagogy of Experimental Sciences: Mathematics and Physics program. The methodology used was mixed. Regarding the quantitative aspect, given that managing the classroom environment is a broad topic, the study was defined through a survey, which revealed that the greatest difficulty encountered is when carrying out group activities. The theoretical basis of this research provides important concepts on the management of discipline. The teacher's attitude and role in the teaching-learning process were considered, as well as the importance of collaborative work, since it is a significant part of teaching physics. This information was systematized through a thorough review to identify effective strategies. Subsequently, regarding the qualitative aspect, interviews were conducted with teachers to understand how they manage discipline in the classroom. The results were analyzed using artificial intelligence tools and complemented by a detailed manual review. Finally, the triangulation technique was applied, comparing the results obtained from the theoretical review and the interview analysis. Based on the similarities between the two sources, 14 effective strategies for managing discipline in collaborative work emerged.
Estrategias constructivistas para la enseñanza del lenguaje algebraico en la educación para adultos
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-17) Barbecho Chalco, Ximena Estefanía; Coello Apolo, Juan Diego
The purpose of this research is to develop constructivist strategies that respond to the specific needs of teaching algebraic language to young people and adults who are part of the special education system. Based on a rigorous literature review and a qualitative approach, theoretical, methodological, and didactic foundations are identified that allow teaching practice to be oriented toward a more inclusive, meaningful, and contextualized education. The study shows that traditional models of algebra teaching, which focus on abstraction and are far removed from the reality of adult students, create learning barriers that limit their understanding of algebraic language. In response to this, a teaching guide based on the constructivist approach and andragogy is proposed, which incorporates strategies such as problem-based learning, the manipulation of concrete materials, the use of real-life situations, collaborative work, and critical reflection, all with the aim of strengthening logical thinking and the ability to translate verbal language into algebraic language.The proposal is structured in four teaching sessions that allow for the gradual introduction of algebraic content, respecting prior knowledge, learning pace, and student autonomy.
Guía didáctica para el tema: aplicaciones del cálculo integral, mediante el uso de infografías y el software GeoGebra
(Universidad de Cuenca, 2023-01-30) Ortiz Molina, Wolfgang Rubén; Coello Apolo, Juan Diego
The present degree work “TEACHING GUIDE FOR THE THEME: APPLICATIONS OF INTEGRAL CALCULUS, THROUGH THE USE OF INFOGRAPHIES AND GEOGEBRA SOFTWARE" responds to the problems encountered in the teaching of integral calculus, manifested mainly as pedagogical and technological deficiencies. The main objective of this work is the development of a didactic proposal that potentiates the significant learning of integral calculus by means of graphic material and technological activities, which, without the need of previous knowledge, allow the modeling and interpretation of graphs necessary for the understanding of Integral Calculus. The elaboration of the proposal is based on the Didactic Analysis of Texts, specifically in: Elements of the Differential and Integral Calculus by William Anthony Granville and Calculus and Analytic Geometry by George Thomas, texts that enjoy great popularity among teachers of the subject. The analysis carried out in this work integrates information of: concepts, contents, cognitive aspects, forms of instruction and evaluation; necessary information for the distinction of faults and deficiencies in the teaching-learning process of Integral Calculus, particularly from its applications.
Prácticas de laboratorio de termodinámica filmadas para reforzar el proceso educativo en esta rama de la Física
(2015) Ortiz Molina, Sonia Liliana; Coello Apolo, Juan Diego; Avecillas Jara, Alberto Santiago
In the case of physics, the science in charge of sharing the explanation to the phenomena in nature, it is said that its teaching is based on a theoretical, memoirist and even mechanical process, since it is considered that the ongoing procedure of Physics classes is to impart theoretical knowledge supported by setting a model exercise and then solving it. With this research project entitled “filmed Thermodynamics Lab practices for strengthening the educational process in this branch of physics" will bring a very important idea in innovative teaching strategies with the aim of transforming assisted instruction of ICTs and personalized education in the field of physics. In the first part of this project, information will be collected: education and its change over time, the methods and techniques that have been given to strengthen and improve the educational process, emphasizing the importance of the educational video and ending with the theoretical foundation of filmed laboratory practices. The second part seeks to demonstrate, through a non-probability sampling, the lack of materials to prepare experimental setups in schools; also the lack of knowledge in the use of these, causing a delay in learning the content taught to the students. And finally, on the third part, a set of eleven videos of experimental practices is presented with their lesson plans and guidelines, which will guide the student and the teacher in each topic-class. They are structured as follows: 1. Presentation of practice, 2. Development of the experiment, 3. Reading and calculations, and 4. Conclusions.