Browsing by Author "Mogrovejo Barros, Ariel Fernando"

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    Guía didáctica de enseñanza de la ley de signos con números enteros en las operaciones básicas, potenciación y radicación
    (Universidad de Cuenca, 2023-02-14) Mogrovejo Barros, Ariel Fernando; Rojas Rojas, Marco Alejandro
    The teaching of mathematics is adapted to the educational needs of recent years. Therefore, this research provides an educational resource such as the didactic guide. For the development of the work, the investigation of bibliographical sources was carried out, which resulted in definitely extremely important, such as: radical constructivism, the constructivist teacher, teaching and techniques of mathematics, etc. An analysis of the skills with performance criteria of the mathematics curriculum that are applicable to the proposal was immediately achieved based on the sustained dialogue with the interviewees.The bibliographic review and the interview have allowed the elaboration of a didactic guide based on the studies carried out by other authors and through the information collected from the teachers interviewed. The didactic guide is focused as a supportfor the eighth grade math teacher, it also seeks to strengthen and internalize this new knowledge through the application of a sequence of activities.
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    Guía didáctica Science Technology Engineering and Mathematics (STEM) para fomentar el aprendizaje de la óptica geométrica
    (Universidad de Cuenca, 2025-07-22) Mogrovejo Barros, Ariel Fernando; Guachún Lucero, Freddy Patricio
    The present study analyzed the impact of the application of a STEM didactic guide on the academic performance and motivation of the students of the Experimental Sciences Pedagogy program at the University of Cuenca during the second semester of 2024. The methodology used is quasi-experimental with a quantitative approach and explanatory scope, there was an experimental group of 29 students, to whom a pretest and post-test were applied to evaluate academic performance and a motivation test. The results obtained indicate a significant increase in academic performance, with an average change of 2.17 points on a scale of 10, analyzed with the Wilcoxon test for paired samples. Motivation, reflected a mostly positive perception towards STEM, with 66% of favorable responses. These findings highlight the relevance of the STEM approach in the learning of geometric optics, because it improves the understanding of abstract concepts, and also increases student interest and participation in academic activities. The innovation of this research lies in implementing this strategy in higher education to optimize learning in physics, and the development of scientific, technological and critical skills, essential to face professional and academic challenges, especially in science and engineering.