The deconstruction of previous concepts in a virtual environment

Abstract

The incorporation of technology in the educational field has provided new scenarios for learning, this has led educational actors to rethink the role of facilitators in order to generate new organizational and pedagogical strategies that contribute to the formation of suitable spaces for the deconstruction of knowledge (Pineda, 2015). The objective of this research is to design a techno-pedagogical model based on technology-mediated strategies that promote the learning of biological evolution at the Higher Secondary Level. To meet this objective, a quantitative research is presented, focused on the design and implementation of an educational intervention mediated by technology, to promote the deconstruction of prior knowledge from the implementation of cognitive, metacognitive and self-regulation strategies. . We worked with fourth semester students, specifically with a focus group made up of 46 students. The results show that the design of an educational intervention based on learning strategies housed in a virtual environment is a pedagogical option for the deconstruction of previous ideas and the learning of Biology or as a complementary didactic strategy to face-to-face teaching strategies.