Didactic Strategy Based on Experimental Process and Physical Manipulation for a Meaningful Learning of the Dihedral System
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2021Unesco Subject/s
Abstract
A didactic strategy, which aims to get a meaningful learning of the theoretical basics in descriptive geometry in the subject Graphical Expression, is presented. As starting hypothesis, it is considered that the experimental processes based on the interaction with physical objects help the development of spatial vision capacity and hence, the comprehension of graphical representation techniques. To materialize this hypothesis, a didactic strategy based on experimentation-deduction processes was designed and applied. The strategy consisted on two pillars. On the one side, Cooperative Activities were developed to work on theoretical basics by means of experimentation-deduction processes of interactive character. On the other hand, didactic resources were created. These resources allowed students to interact with three-dimensional reality and work in the proposed experimentation-deduction processes. Results showed an improvement on the qualifications of students. In addition, the 70% of student body considered that the strategy was helpful for the comprehension of theoretical basics. As future lines, it is proposed to extend the strategy to the practical part of the subject. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
A didactic strategy, which aims to get a meaningful learning of the theoretical basics in descriptive geometry in the subject Graphical Expression, is presented. As starting hypothesis, it is considered that the experimental processes based on the interaction with physical objects help the development of spatial vision capacity and hence, the comprehension of graphical representation techniques. To materialize this hypothesis, a didactic strategy based on experimentation-deduction processes was designed and applied. The strategy consisted on two pillars. On the one side, Cooperative Activities were developed to work on theoretical basics by means of experimentation-deduction processes of interactive character. On the other hand, didactic resources were created. These resources allowed students to interact with three-dimensional reality and work in the proposed experimentation-deduction processes. Results showed an improvement on the qualifications of students. In addition, the 70% of student body considered that the strategy was helpful for the comprehension of theoretical basics. As future lines, it is proposed to extend the strategy to the practical part of the subject. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
