Effect of two virtual environments for learning science in university students Efecto de dos ambientes virtuales para el aprendizaje de la ciencia en estudiantes universitarios

Abstract

The purpose of the study was to compare two types of virtual teaching-learning environments: ostensive teaching through videos and teaching by instructions, in the learning of class relationships of chemical elements in university students, by first and second-order matching-to-sample tasks, to relate the given symbol, name and group in the periodic table. Fifty undergraduate students who relate to their field of knowledge to Chemistry participated, from a university in Sonora, equally and randomly divided into 10 groups. A factorial design was used with eight experimental groups and two control groups, with pre-post test, training and evaluation, continuous performance feedback was configured during training with the words correct and incorrect. The results suggest that the virtual environment in ostensive teaching, where an expert shows an exercise in first and second-order matching-to-sample tasks, has greater effects than the virtual environment that relies on teaching by explicit instructions of the exercises in matching tasks. The importance of ostensive teaching is highlighted as a didactic resource that can be combined with instructions in the design of virtual teaching-learning environments, it is assumed that the student's practice favors the learning of science, specifically when he learns by doing and observing exercises and instructions given by an expert in the area.