La reducció del baix rendiment acadèmic i el foment de les capacitats de pensament crític en informàtica mitjançant un mètode d'ensenyament culturalment sensible
DOI:
https://doi.org/10.7203/realia.31.25192Paraules clau:
CTCA, estudis d’informàtica, CTS, resultats acadèmics, escola secundària, Nigèria
Resum
Aquest estudi analitza l’eficàcia de l’enfocament cultural-tecnològic-contextual (CTC) en el rendiment i les habilitats de pensament crític dels estudiants d’informàtica. L’estudi es va dur a terme en dues fases. La primera fase va consistir en un estudi de conceptes difícils en informàtica, mentre que la segona fase va explorar la capacitat d’acció de l’enfocament cultural-tecnològic-contextual () per a trencar les barreres de l’aprenentatge significatiu dels índexs de refracció. Els resultats ob- tinguts de l’enquesta de la primera fase van revelar que hi havia 19 temes especialment difícils en informàtica per als estudiants africans analitzats. La segona fase es va guiar per dues preguntes d’investigació realitzades a una mostra d’estudiants de dos centres públics d’ensenyament secundari de primer cicle () de l’estat de Lagos (Nigèria). Aproximadament, el 38% dels enquestats eren homes i el 62%, dones. Per a recopilar les dades de l’estudi es va utilitzar una activitat de desenvolupament del pensament crític i entrevista guiada. Les dades arreplegades es van sotmetre a una anàlisi de () i els resultats van revelar una diferència significativa en els mètodes utilitzats; la (traça de ) va ser significativa [F=17,67; <0,05], sobre el rendiment [ (2,208) = 20,67; <0,05]; i habilitats de pensament crític [ (2,208) = 15,14; <0,05]. La conseqüència d’aquest estudi és que els professors d’informàtica adopten l’ensenyament de la informàtica/estudis informàtics en secundària.
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Biografia de l'autor/a
Olasunkanmi Adio Gbeleyi, Lagos State University
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