Mejorar el pensamiento reflexivo de los estudiantes a través del juego al aire libre y el aprendizaje contextual basado en juegos
DOI:
https://doi.org/10.47197/retos.v62.109379Palabras clave:
juego y juegos, aprendizaje contextual, pensamiento reflexivoResumen
La integración de los aspectos cognitivos, afectivos, físicos y sociales del aprendizaje ayuda a introducir nuevas ideas y consolidar el pensamiento existente. Los juegos y el juego pueden mejorar las habilidades de pensamiento reflexivo en la educación matemática. Los juegos en la enseñanza de las matemáticas contribuyen al desarrollo cognitivo y proporcionan estrategias dinámicas para el aprendizaje. El pensamiento reflexivo es una de las habilidades esenciales que deben poseer los estudiantes de matemáticas. Un método para fomentar el pensamiento reflexivo es mediante la aplicación de actividades de aprendizaje contextual al aire libre. Este estudio tiene como objetivo determinar el pensamiento reflexivo y los factores que influyen a través del juego y el aprendizaje contextual basado en juegos. Este método de investigación es descriptivo y cuantitativo, con sujetos de hasta 231 estudiantes de matemáticas determinados con base en una técnica de muestreo intencional. El instrumento utilizado para la recolección de datos fue el instrumento de pensamiento reflexivo desarrollado por Kember. El análisis de datos se llevó a cabo mediante modelado SEM asistido por SmartPLS. Con base en los resultados del análisis de datos, se sabe que la comprensión es el indicador más influyente del pensamiento reflexivo, con un valor de coeficiente de trayectoria de 0,404 y un estadístico t > tabla t de 19,430 > 1,653. Mientras tanto, la acción habitual es el indicador con menor influencia, con un valor de coeficiente de trayectoria de 0,129 y estadístico t > tabla t de 3,818 > 1,653. Además, la reflexión crítica y la reflexión tienen un efecto significativo según los valores del coeficiente de trayectoria de 0,330 y 0,381, respectivamente. Esto muestra que los cuatro indicadores influyen significativamente en el pensamiento reflexivo de los estudiantes de profesorado de matemáticas.
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