Citas bibligráficas
Meza, S., (2024). Simulador PhET y el aprendizaje significativo de química en los estudiantes de la Facultad de Ciencias de la Universidad Nacional de Educación Enrique Guzmán y Valle, 2023 [Universidad Nacional de Educación Enrique Guzmán y Valle]. https://repositorio.une.edu.pe/handle/20.500.14039/9719
Meza, S., Simulador PhET y el aprendizaje significativo de química en los estudiantes de la Facultad de Ciencias de la Universidad Nacional de Educación Enrique Guzmán y Valle, 2023 []. PE: Universidad Nacional de Educación Enrique Guzmán y Valle; 2024. https://repositorio.une.edu.pe/handle/20.500.14039/9719
@mastersthesis{renati/1020459,
title = "Simulador PhET y el aprendizaje significativo de química en los estudiantes de la Facultad de Ciencias de la Universidad Nacional de Educación Enrique Guzmán y Valle, 2023",
author = "Meza Aguilar, Svonnimir Francovich",
publisher = "Universidad Nacional de Educación Enrique Guzmán y Valle",
year = "2024"
}
The objective of this research work is to determine whether or not students at the Enrique Guzmán y Valle National University of Education achieve significant academic progress through the use of the PhET (Physics Education Technology) simulator. To achieve this objective, a descriptive correlational methodology was used, which falls into the category of non-experimental quantitative designs. A census research sample of 26 students majoring in Chemistry at the Faculty of Sciences was used. The questionnaire was used to collect data and its validity was checked by consulting with authorities in the field of education. Once the instrument was implemented, the data were methodically organized in Excel software. Subsequently, the data were analyzed using SPSS software to determine Cronbach's alpha coefficient. The obtained value of 0.954 is remarkably high and provides additional support for the exceptional reliability of the instrument. Subsequently, a normality test was performed, using the Shapiro Wilk test due to its suitability to the available sample size. The findings revealed the following: the significance value for the instrument that evaluates the implementation of the PHET simulator was 0.410, while the significance value for the instrument that facilitates meaningful chemistry learning was 0.177. As a result, the deviation of the data from a normal distribution was confirmed and the statistical analysis used the Spearman correlation test. The findings obtained included: The statistical analysis revealed a significant correlation (r = 0.775) between the use of the PhET simulator by UNE FAC students and their substantive learning. This finding supports the general hypothesis. The initial hypothesis was validated using a Spearman correlation coefficient of 0.661, which indicates that students enrolled in the UNE FAC program have a significant relationship between the use of the PhET simulator and their conceptual understanding of chemistry. The second specific hypothesis demonstrated a significant correlation (Pearman correlation coefficient: 0.567) between the use of the PhET simulator and the procedural learning of chemistry by students enrolled at UNE FAC. From the Spearman correlation coefficient obtained of 0.737 for the third specific hypothesis, it is possible to deduce that the use of the PhET simulator by UNE FAC students is significantly correlated with their learning attitudes towards chemistry. The results of the research project suggest that the use of the PhET simulator by students enrolled in the Faculty of Sciences of the Enrique Guzmán y Valle National University of Education has contributed directly and significantly to their notable advances in the field of chemistry. Along similar lines, empirical evidence indicates that the integration of the PhET simulator significantly and positively impacts the conceptual, procedural and attitudinal growth of UNE FAC students with respect to the discipline of chemistry.
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