Gamificación biomimética para la enseñanza-aprendizaje de la fisiología vegetal en estudiantes con BAP para segundo año de bachillerato.

Abstract

This degree work arises from the problems identified in the 2nd BGU of the Luis Cordero Educational Unit. Through a diagnosis regarding the instruments used, difficulties in understanding plant physiology and a lack of collaboration are evident, along with a series of Learning and Participation Barriers (BAP) that affect the active participation of students in their education. . In response to this problem, this study aims to develop an intervention proposal based on biomimetic gamification for the teaching-learning of plant physiology in students with BAP in the second year of high school at the Luis Cordero Educational Unit in the 2023 school year 2024. The theoretical review highlights the effectiveness and attractiveness of gamification, presenting itself as an innovative strategy that uses game elements to motivate both students and teachers. Inspired by biomimetics, it seeks innovative and efficient solutions, as well as harmony with the environment, studying the principles present in nature. Furthermore, it highlights the importance of understanding the learning process as dynamic and constant, influenced by interaction with the environment and active participation in educational activities. In line with the understanding of human diversity, educational processes need to be adapted to ensure that all students can reach their full potential. This involves accepting individual differences and adapting teaching strategies to meet the needs of each student. This innovative approach was supported by the Universal Learning Design (UDL) with the objective that teachers know and apply the UDL to adapt educational environments and reduce the different Learning and Participation Barriers (BAP) that occur in the classroom. The research consists of a socio-critical paradigm with experimental design and a type of pre-experimental experimentation with a quantitative and qualitative approach. Various data collection instruments were used, such as interviews with the teacher, checklist, field diaries, student surveys, pre-test and post-test. Consistently, the results and conclusions of this work highlight the effectiveness of the intervention proposal and the importance of executing teaching strategies that encourage greater participation and cooperation of students in the classroom, allowing a deep understanding of the obstacles that prevent students from learn and work together. This work contributes significantly to the field of teaching-learning of Plant Physiology by proposing concrete and evidence-based solutions to overcome BAP and promote a collaborative, equitable and inclusive environment in the classroom of the 2nd BGU at the Luis Cordero Educational Unit.