Teaching BJT transistor as an amplifier using digital technology tools for experimentations
DOI:
https://doi.org/10.61799/2216-0388.1134Keywords:
learning style, teaching style, experimentation, teaching-learning process, transistorAbstract
The research characterizes the teaching style of the teachers and the learning style of the students of the Electronic Engineering Program of the Francisco de Paula Santander University, with the purpose of confronting those styles and elaborating a pedagogical proposal, in favor of meaningful learning of the BJT transistor concept as an amplifier. It is framed in the positivist paradigm, of descriptive type and experimental method. It contemplates four moments called diagnosis, strategy design, strategy application and evaluation of results. The proposal uses the analysis of documentary sources and statistical information, and uses instruments constructed in the research. The results indicate that teachers have a teaching style with a tendency to openness and formality according to the Martinez model, and students have a convergent and assimilative learning style, according to the Kolb model. In addition, the implementation of the teaching sequences as a pedagogical proposal, diminished the inadequate perception and increased the adequate perception, evidencing a conceptual change with respect to the representation of the BJT transistor as amplifier and, contributed with the construction of physical and mathematical concepts through the interpretation inductive and deductive.
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