Browsing by Author "Rojas Rojas, Marco Alejandro"

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Análisis de las dificultades de aprendizaje en la asignatura de Estática y Cinemática en los estudiantes de la carrera de Pedagogía de las Ciencias Experimentales Matemáticas y Física de la Universidad de Cuenca
(Unversidad de Cuenca, 2023-02-13) Jaramillo Ramirez, Christy Melissa; Urgilés Guamán, Andrea Raquel; Rojas Rojas, Marco Alejandro
This degree work is an investigation about the learning difficulties of the students of the University of Cuenca of the career of pedagogy of experimental sciences with the purpose of identifying the different factors that intervene in the learning process of the subject of statics and kinematics corresponding to the second cycle of education in the area of physics. The resources used in this study are an interview which consisted of 10 questions directed to teachers who teach or taught the subject of Statics and Kinematics and a qualitative survey consisting of 20 questions directed to students who recently took the subject, which were selected through a purposive sampling, these questions are focused on determining whether students have had learning difficulties in their educational process and to establish factors involved in learning difficulties in the educational process of the student throughout his student life and in the area of physics. Through the responses of both students and teachers it was possible to make a comparison by way of conclusion of the factors that influence learning difficulties with the perspective of both as well as suggesting several recommendations that can be applied in the subject of Statics and Kinematics. With this research it is expected to improve the learning process of the students with respect to the area of physics as well as to boost the interest in the difficulties presented in the students.
Determinación experimental de los índices de refracción complejos de metales
(2021) Lata Reino, Richard Eduardo; Rojas Rojas, Marco Alejandro; Guachún Lucero, Freddy Patricio; Rojas Rojas, Irma Alicia
This work describes the process followed to determine the complex refractive indices of metals, by means of a simple experimental process, so that it can be carried out in a university optics laboratory. This is as an alternative method to traditional processes that involve sophisticated and high-cost materials that are often not counted in a conventional laboratory. For the process, a gold foil and two sources of different wavelengths were used, a sodium lamp and a Helium-Neon laser. The experimental results agree acceptably with the data found in specialized books on optics. Among the conclusions, it stands out: It has been shown that the spectrogoniometer is a very useful device to be able to carry out experiments on optics in which angles play a relevant role. Its handling and finetuning has in itself been a good kind of refresher on optical concepts.
El software GeoGebra como recurso didáctico para el aprendizaje de vectores y sus operaciones: una propuesta didáctica
(Universidad de Cuenca, 2024-07-30) León Morales, Luis Alberto; Rojas Rojas, Marco Alejandro
In this research project, we looked at how using teaching sequences with the support of GeoGebra software affects teaching "Vectors and their Operations" to First year of high school BGU students at the “Unidad Educativa Particular Pasos” during the 2022-2023 school year. We conducted five teaching sequences, applying a quasi-experimental methodology with a descriptive quantitative approach. Students from the First "A" were the experimental group, and those from the First "B" were the control group. We worked with academic performance and motivation as research variables. To gather information, we used a knowledge test consisting of ten questions and a perception survey, which were validated through the judgment of experts. To interpret the test scores of students in the control and experimental groups, we carried out a complete statistical analysis in JAMOVI software. We conducted the Shapiro-Wilk test to evaluate data normality, the Levene test to evaluate variance homogeneity, and the Student's t-test to compare results. We concluded that the teaching sequences supported by GeoGebra software significantly improved the academic performance of students in the experimental group. To analyze motivation, the results were tabulated and statistically analyzed. It was evident that students felt motivated to learn.
El software GeoGebra como recurso para la enseñanza de la Integral definida: una propuesta didáctica.
(Alonso María Arce de la CCE. Núcleo del Cañar, 2020) Rojas Rojas, Irma Alicia; Guachún Lucero, Freddy Patricio; Rojas Rojas, Marco Alejandro
This work shows the results obtained from a didactic experience with the students of Mathematics of the third year of the General Unified Baccalaureate of the President Jaime Roldos Educational Unit of the canton La Troncal-Ecuador, during the 2019-2020 school year. In this experience, the GeoGebra software was used as a resource for teaching the subject of definite integrals. The methodology applied during the research is quantitative with a descriptive approach, the research variables are the motivation that was measured with a perception survey and the knowledge acquired that was measured through a knowledge test. The main conclusions indicate that using the GeoGebra software favors the understanding of the concepts of the definite integral in students, since it allows them to better visualize the process carried out, which increases the motivation to learn this complex subject of mathematics. These results show that the GeoGebra Software is a useful tool for teaching especially in these moments in which, due to the pandemic caused by Covid, virtual education prevails in all educational institutions in the country.
Explorando Circuitos Eléctricos con el apoyo de Material concreto: Evaluación de una propuesta didáctica
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-24) Chalco Paute, Julio Javier; Guamán Fajardo, Ana Gabriela; Rojas Rojas, Marco Alejandro
This research analyzed the academic impact of implementing teaching guides with concrete materials on electrical circuits in the second year of high school at the Guillermo Mensi Educational Unit during the 2024-2025 period. The study adopted a quantitative approach and worked with two groups: experimental and control. The independent and dependent variables were the teaching guides with concrete materials and academic performance, respectively. Students in the experimental group worked with the proposed approach, while the control group followed the traditional approach. Data collection involved a pretest and posttest on knowledge of electrical circuits, which were validated by expert judgment. The data were subsequently processed and analyzed using statistical tests of normality, homogeneity of variance, and comparison of means, which allowed for the analysis of results between the experimental and control groups. The Student t-test, with a p-value less than 0.05 (p < 0.05), indicates significant improvements in the academic performance of the experimental group. The study shows that the implementation of teaching guides with concrete materials facilitates the understanding and application of topics such as Ohm's law and electrical circuits, indicating that the approach used fosters effective learning.
GeoGebra como herramienta didáctica en la enseñanza de áreas y perímetros de figuras planas en el séptimo grado
(Universidad de Cuenca, 2024-06-21) Choco Coronel, Pablo Guillermo; Rojas Rojas, Marco Alejandro
This study analyzes the impact of GeoGebra to improve the teaching of areas and perimeters of plane figures, in students in the seventh year of General Basic Education at the Francisco Moscoso School of Basic Education, for the 2022-2023 school year. A proposal for didactic sequences was developed with the support of GeoGebra to facilitate the understanding of areas and perimeters of plane figures. The research methodology adopts a mixed approach; We work with two groups, control and experimental, where the variables academic performance and motivation of the students regarding the proposal are evaluated. The technique for analyzing academic performance is a test of knowledge about areas and perimeters of plane figures. To compare the results, the z test is used, which is used to compare the mean scores between the groups. The statistical results indicate that the intervened group, which received the proposal with the support of GeoGebra, obtained better results in academic performance, thus demonstrating the effectiveness of the educational proposal. In addition, motivation is measured through a survey with closed and open questions, where the answers reveal an increase in motivation to learn mathematics. This study contributes to the field of educational mathematics by highlighting the effectiveness of GeoGebra in teaching geometry.
GeoGebra como recurso didáctico para la enseñanza de la programación lineal en el tercer año de bachillerato general unificado
(Universidad de Cuenca, 2024-06-21) Astudillo Aguilar, Pamela Soledad; Rojas Rojas, Marco Alejandro
This research analyzes the extent to which the GeoGebra software influences the academic performance and motivation of learning linear programming in students in the third year of the Unified General Baccalaureate of the Santa Rosa Educational Unit who are studying the period 2022-2023. To do this, a bibliographic analysis is carried out on education, exploring various pedagogical currents, with a special focus on constructivism. The importance of teaching resources is delved into, highlighting the role of Information and Communication Technologies and specifically, the GeoGebra tool. In the work, a proposal for Didactic Sequences is developed using the GeoGebra software, aimed at teaching linear programming. The research methodology has a mixed approach and quasi-experimental design, where it uses both qualitative and quantitative methods to analyze the academic performance and motivation of the students regarding the proposal. The research is carried out with a control group and an experimental group. The results show that learning is better with the support of GeoGebra, since the experimental group obtains better scores after having been intervened; in addition, the students argue that the classes are dynamic and they understand mathematical procedures better. This research contributes to the educational field, integrating theory and practice to improve the quality of learning in a specific context of secondary education.
GeoGebra en 3D como recurso didáctico para la enseñanza de rectas en el espacio tridimensional para tercero de bachillerato general unificado
(Universidad de Cuenca, 2024-01-16) Bermeo Peña, Brian Gabriel; Yanza Quituisaca, Diego Paúl; Rojas Rojas, Marco Alejandro
This degree work is the proposal of a teaching guide in the area of geometry on the subject of lines in three-dimensional space with GeoGebra for teachers of the Alicia Losa Meneses Fiscomisional Educational Unit. In the proposal, didactic guides were elaborated that can help the teacher in the different topics of lines in space. Activities were created with the help of GeoGebra mathematical software, software commands were used to graph the straight lines and thus facilitate the teaching of the topics proposed in the third-year high school book of the Ministry of Education. In addition, for the elaboration of the didactic guides, a qualitative study was carried out with three teachers of the mathematics area of the Alicia Loza Menese school, through an interview of eight questions that helped to know about the teaching of lines in three dimensions in the third year of high school and the material used to teach these classes. Subsequently, didactic teaching guides based on the management of GeoGebra are prepared to help these highly complex topics.
Guía de enseñanza de circuitos eléctricos complejos
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-17) Barros Mora, Stalin Javier; Rojas Rojas, Marco Alejandro
Complex electric circuits are a current topic; therefore, their teaching in secondary education is essential for students' training. However, due to various factors—such as limited time or the lack of didactic resources—this content is addressed superficially. Therefore, the objective of this research is to develop a teaching guide aimed at the teachers of the Colegio de Bachillerato Técnico Daniel Córdova Toral. The research had a qualitative approach, and the technique used for data collection was the interview, using a structured questionnaire of seven questions as the instrument. Due to the small number of staff, the population and the sample were the same; two Physics teachers from the educational institution collaborated. The results showed the shortcomings and difficulties in teaching this topic, such as the lack of reasoning, the absence of mathematical foundations, the limited understanding and interpretation of concepts, and the insufficiency of resources in the institution. In addition, recommendations were obtained regarding important aspects for the preparation of the guide. Considering the information obtained, a didactic guide was developed with a constructivist approach that incorporates methodological strategies and didactic material to address the identified problems. Finally, the implementation of the teaching guide using concrete materials is suggested to promote proper teaching of complex electric circuits.
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.
Guía didáctica de funciones exponenciales y logarítmicas aplicando el aprendizaje basado en problemas para terceros del bachillerato general unificado
(2015) Rojas Rojas, Marco Alejandro; Quituizaca Morocho, Evelin Johanna; Barrazueta Samaniego, Juan Fernando
Didactic guide of exponential and logarithmic functions by applying the problem-based learning process on Twelfth Graders is an educational resource that was developed to support teachers and students in the teaching – learning. In the first chapter of this study, some bibliographic researches about learningtheories, the teaching of mathematics, a definition and structure of a didactic guide, and a definition of problem-based learning. In the second chapter, the results of the studies conducted in the H.T. In the third chapter, eight didactic guides are created by using the PBL method. They are focused on meeting the goals and skills established by the Ministry of Education for the Twelfth Graders.
Guía didáctica del estudiante para el aprendizaje de polinomios correspondiente al noveno año de educación general básica
(Universidad de Cuenca, 2022-02-16) Hernández Culcay, Christian Sebastián; Vizhco Sigua, Pedro Fernando; Rojas Rojas, Marco Alejandro
The present graduation project exposes the development of a didactic guide about the learning process of Polynomials directed to ninth year of Basic General Education students. According to some research, one of the topics where high school students have learning difficulties lies in the different topics of polynomials, having as a starting point the complexity on understanding the new language used in this topic, since working with numbers and letters is more abstract. Therefore, it is important to find new learning strategies, in order to encourage students become the authors of their own knowledge through a detailed analysis. An interview was applied to four teachers from the following educational institutions: San José de la Salle, San Roque and Sagrados Corazones. In the interviews, the teachers contrast the aforementioned position; they also reveal several errors identified in their students in the Polynomials topic. A survey and a test were applied to the students, which confirmed what the teachers mentioned. Finally, a didactic learning guide that contains activities that support students' constructivist learning through the analysis of procedures, contextualized situations, the use of concrete material and technological resources such as: videos and virtual games was developed. All these activities had the purpose to facilitate student learning within this topic and motivate them to commit to their training process.
Guía didáctica para el aprendizaje de la termodinámica en el segundo año de Bachillerato General Unificado.
(Universidad de Cuenca, 2022-09-09) Heras Contreras, Pablo Andres; Mena Jiménez, Jonnathan David; Rojas Rojas, Marco Alejandro
The present degree work has as an educational proposal the development of didactic guides in the area of physics in the second year of BGU in the unit of thermodynamics, focusing on its three laws and the zero law. These guides are based on the theoretical foundation of concepts related to thermodynamics and learning. Where the constructivist theory will play a fundamental role as the axis of the development of the proposals. In addition to this, we seek to place the student as a generator of his own knowledge from his previous knowledge. Then, in order to carry out the elaboration of the didactic guides, a quantitative research was carried out at the "Unidad Educativa Herlinda Toral". The survey was used as a technique and the data collection instrument was a questionnaire, which served as a starting point in the elaboration of the didactic guides. The didactic guides are based on the three moments of constructivism, which are: anticipation, construction and consolidation; these moments seek to strengthen learning in students. In addition, due to the complexity of the topics, learning will be constructed through experimentation, since, when performing these activities, they interact directly with physical phenomena. Thus, the understanding of the theory is facilitated, and the abstract language of the mathematical and theoretical foundations involved in the demonstration of these principles is reduced
Guía didáctica para el aprendizaje del movimiento rectilíneo uniforme, movimiento rectilíneo uniformemente variado y caída libre
(Universidad de Cuenca, 2023-09-04) García Ávila, Antonio Armando; Rojas Rojas, Marco Alejandro
The education has achieved huge changes trough moving from a traditional methodology, where the teacher is the center of knowledge, to a new constructivist or paidocentric model, where the student creates his own knowledge and the teacher is only a guide. However, the main objective of each teacher is to achieve meaningful learning by applying several pedagogical models supported by didactic material according to the needs of the student. New pedagogical trends offer some educational resources and tools, but in our country not all schools are equipped with these resources, so the teachers expose the contents in a traditional and ambiguous way. Physics should be studied with another creative and dynamic pedagogical approach where the student can observe, discover, and understand in a meaningful way. Based on the current educational reality about Physics, a didactic guide has been developed with its appropriate concrete material that will support the study of the students of the Ricaurte High-School.
Guía didáctica para la enseñanza de cinemática lineal en el tercer año del Bachillerato General Unificado
(Universidad de Cuenca, 2022-09-07) Suárez Guzmán, Ronald Miguel; Morocho Vera, Carlos Esteban; Rojas Rojas, Marco Alejandro
The teaching of physics requires planning, so this degree work is aimed at teachers as an aid in their classes, since the proposal develops a didactic guide for the teaching of Linear Kinematics in the third year of BGU. For the development of this proposal, the teaching of Linear Kinematics in the third year of unified general baccalaureate was investigated by means of an interview with the teachers of the Chordeleg Educational Unit, and the degree work was theoretically based on concepts referring to Constructivism, Didactic Resources, Physics Didactics, Ecuadorian Curriculum and Linear Kinematics, and according to this, the didactic guides were made, implementing didactic material. The importance of the proposal lies in the implementation of teaching complemented with tangible instruments, emphasizing constructivism where students will be the main participants in the construction of their knowledge. For this purpose, models have been made to recreate the phenomena included in Linear Kinematics, which will greatly facilitate the study of the movements, promoting meaningful learning, which is crucial to be able to internalize new knowledge.
Guía Didáctica sobre la Enseñanza de Campos Eléctricos para la Carrera de Pedagogía de las Ciencias Experimentales
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-27) Aucay Cevallos, Luis Fernando; Rojas Rojas, Marco Alejandro
The present study aims to elaborate a didactic proposal that allows teachers to develop their classes on electric fields in a creative manner, using the Challenge-Based Learning (CBL) strategy. The teaching of electric fields is of paramount importance as it is immersed in different areas such as technology, engineering, and nanotechnology. Furthermore, electric fields are constantly evolving, requiring continuous familiarization. The study was conducted under a qualitative approach, where the technique used was interviews, for which a seven-question questionnaire was developed to facilitate data collection. The sample consisted of three physics teachers from the Experimental Sciences Pedagogy Program at the University of Cuenca. The information gathered allowed for an understanding of the limited use of concrete material by the teachers, but they showed openness to using a proposal that facilitates the utilization of concrete resources. Finally, a proposal is elaborated that contains three classes based on Challenge-Based Learning, which seeks to achieve a significant improvement in the understanding of the fundamental concepts of electric fields, as well as an increase in students' interest and motivation towards the subject.
La Uve de gowin como estrategia instruccional para realizar prácticas de laboratorio de física en la Universidad de Cuenca
(2020) Guachún Lucero, Freddy Patricio; Rojas Rojas, Marco Alejandro; Coronel Alvarado, Ruth Mariela; Vélez Parra, Jéssica Tatiana
This work presents the results of the impact produced in the students of Physics 1, of the Career of Pedagogy of Experimental Sciences: Mathematics and Physics of the University of Cuenca-Ecuador, when working Physics laboratory practices through the Gowin´s V instructional strategy, during the semester March-August 2019. To collect the information, it was used a pre and post knowledge test; an interview with a focus group; field diaries and laboratory practices reports, An exploratory study of the information collected was carried out from a qualitative approach. Acquired Knowledge and attitudinal, motivational and procedural behaviors were the variables considered to be analyzed. The results obtained showed that through this instructional strategy, students built their knowledge using experimentation, relating theory with practice, thus achieving a higher level of interest for in carrying out experimentation activities, which contributes to foster collaborative work and to get the learning objectives that were proposed in the subject.
Propuesta de enseñanza mediante las TIC para el tema de ondas en el tercero de Bachillerato General Unificado
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-27) Jimbo Uday, Christian David; Rojas Rojas, Marco Alejandro
Physics teaching, from its beginnings to the present, has been carried out in classrooms through a mechanical process where the main factor is the memorization of concepts and their formulas, without taking into account the applications presented for each environment, as well as the teacher's role, who is responsible for creating educational environments that allow the correct application of TIC for each moment of the class, since it is important that each knowledge acquired is assimilated by the student. This research focuses on the development of a teaching proposal that addresses the topic of waves through the use of TCI for third year of high school, due to the existence of various digital tools that have been developed in recent years for the benefit of education. To develop the proposal, information was gathered by adapting a methodology with a qualitative approach through the interview technique with teachers at the Ciudad de Cuenca High School. The information collected was necessary to identify difficulties in teaching Waves and the need to create a teaching guide with the support of simulators. The literature review highlights the importance of using ICT as a complement to the teaching process. It also greatly assisted in the creation of a teaching guide that meets the demands of today's education.
Propuesta didáctica: Uso de simuladores virtuales para la enseñanza de la cinemática lineal
(Universidad de Cuenca, 2023-02-10) Loja Marcatoma, Joseline Fernanda; Loja Otavalo, Ana Verónica; Rojas Rojas, Marco Alejandro
The proposed didactic guide for the teaching of Linear Kinematics consists of three chapters: in the first chapter, descriptions of the most important definitions of learning, types of methodologies, highlighting the constructivist and connectivist, historical review of the didactics and didactics of physics, didactic proposal and influence of ICT in the field of education, description of the physics curriculum and the components of linear kinematics are made; in the second chapter, we work with the results obtained from the interviews conducted with physics teachers of the Unidad Educativa República del Ecuador in order to know the perception of teachers on the use of virtual simulators for teaching linear kinematics; finally, the third chapter contains the proposal of a didactic guide, which has the following structure of activities: anticipation, construction, consolidation and self-evaluation for each developed topic.
Propuesta didáctica: uso del GeoGebra para la enseñanza de oscilaciones reales
(Universidad de Cuenca, 2024-03-14) Ruilova Peralta, Marlon Andres; Saguay Sasaguay, Erick Gustavo; Rojas Rojas, Marco Alejandro
In this degree work, the topic Use of GeoGebra for teaching Real Oscillations was addressed, since there is little research where the use of the software contributes to the understanding of the contents given in the Real Oscillations unit, which leads to Teaching is affected in the process of consolidating content. Currently, mechanical learning is developed where the student memorizes the concept, its equations but without taking into account the graphic representation and its characteristics. A didactic proposal has been developed that promotes constructivist teaching which has activities that, accompanied by the use of GeoGebra software, have the purpose of complementing the teaching process. A methodology was proposed with a qualitative approach, using the interview technique and the information was collected through a questionnaire. With the results of the research, it was possible to identify the problems that exist in the teaching of Real Oscillations. Finally, the didactic proposal is detailed, which begins with an opening of knowledge in order to awaken interest and motivation in the topic, development activities and consolidation of knowledge that, with the support of the GeoGebra software, facilitate the teaching process, allowing representations to be made. graphics, develop dynamic, entertaining and meaningful learning.