Publication: Una intervención de sentido espacial con Tinkercad en futuros maestros
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Date
2023-07
Authors
Nortes Martínez-Artero, María Rosa ; Rabadán Rubio, José Antonio
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Publisher
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DOI
https://doi.org/10.6018/red
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info:eu-repo/semantics/article
Description
©2023. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/
This document is the, Published, version of a Published Work that appeared in final form in RED. Revista de Educación a Distancia. To access the final edited and published work see https://doi.org/10.6018/red
Abstract
Se presenta una intervención de aula de cinco sesiones para la enseñanza y aplicación del software de diseño 3D Tinkercad con alumnos de segundo curso del Grado de Educación Primaria. Estos alumnos no conocen la herramienta, ni ninguna similar, y no han trabajado contenidos de Geometría desde su formación obligatoria. Para conocer el impacto de esta propuesta se realiza a los participantes un pretest y un postest mediante las pruebas de Aptitud Espacial de los Test de Inteligencia EFAI y BAT7, así como una encuesta inicial para conocer su satisfacción de la intervención y propuestas de mejora. Los resultados en aptitud espacial han mejorado, reduciéndose el porcentaje de alumnos de eneatipo bajo y aumentando el de eneatipo alto, disminuyendo ligeramente el de eneatipo medio, y se mantienen en el mismo eneatipo el 22,5 % de los participantes, el 60 % suben y el 17,5 % bajan. Las encuestas de satisfacción y mejora plantean nuevas vías de trabajo para el futuro y reafirman en el interés y las posibilidades de uso de este recurso.
A five-session classroom intervention is presented for the teaching and application of Tinkercad 3D design software with second-year students of the Primary Education Degree. These students do not know the tool or any similar one, and they have not worked on Geometry content since their compulsory education. To find out the impact of this proposal, a pre-test and a post-test are carried out on the participants through the Spatial Aptitude tests of the EFAI and BAT7 Intelligence Tests, as well as an initial survey to find out their satisfaction with the intervention and proposals for improvement. The results in spatial aptitude have improved, reducing the percentage of students with low enneatype and increasing that of high enneatype, slightly decreasing that of medium enneatype, and 22.5 % of the participants remain in the same enneatype, 60 % go up and 17.5 % drop. Satisfaction and improvement surveys suggest new ways of working for the future and reaffirm the interest and possibilities of using this resource.
A five-session classroom intervention is presented for the teaching and application of Tinkercad 3D design software with second-year students of the Primary Education Degree. These students do not know the tool or any similar one, and they have not worked on Geometry content since their compulsory education. To find out the impact of this proposal, a pre-test and a post-test are carried out on the participants through the Spatial Aptitude tests of the EFAI and BAT7 Intelligence Tests, as well as an initial survey to find out their satisfaction with the intervention and proposals for improvement. The results in spatial aptitude have improved, reducing the percentage of students with low enneatype and increasing that of high enneatype, slightly decreasing that of medium enneatype, and 22.5 % of the participants remain in the same enneatype, 60 % go up and 17.5 % drop. Satisfaction and improvement surveys suggest new ways of working for the future and reaffirm the interest and possibilities of using this resource.
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Citation
RED. Revista de Educación a Distancia
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