Gamification in teachers for the teaching of history at the baccalaureate level
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Data de Publicação: | 2023 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Sapienza (Curitiba) |
Texto Completo: | https://journals.sapienzaeditorial.com/index.php/SIJIS/article/view/533 |
Resumo: | The present work is based on a didactic proposal in gamification as a teaching strategy for the subject of History, in order to provide teaching staff with an approach towards the application of this strategy as a response to the problems that arise in the classroom classes at the time of having a continuous traditionalist methodology. The methodological change constitutes for the teacher the overcoming of traditional linear approaches, for this reason the importance of innovating the teaching methodology with activities that motivate and promote the integral formation of students is exposed (Fidalgo, 2020), likewise, it is detailed in detail. clear and simple the elements of a gamified project that allow its joint development. The activities proposed in this project have the purpose of developing together with the participants a didactic unit in the subject of history and they can acquire by themselves an experience in gamification, facilitating its implementation in the classroom and above all serving as a reference for the next projects that each participant plans to carry out, according to the needs of their students and the theme that is being taught. |
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Gamification in teachers for the teaching of history at the baccalaureate levelLa gamificación en el profesorado para la enseñanza de historia en el bachilleratoGamificação em professores para o ensino de história no ensino médioGamificação, Professores, Educação, BachareladoGamification, Teachers, Education, BaccalaureatGamificación, Profesorado, Educación, BachilleratoThe present work is based on a didactic proposal in gamification as a teaching strategy for the subject of History, in order to provide teaching staff with an approach towards the application of this strategy as a response to the problems that arise in the classroom classes at the time of having a continuous traditionalist methodology. The methodological change constitutes for the teacher the overcoming of traditional linear approaches, for this reason the importance of innovating the teaching methodology with activities that motivate and promote the integral formation of students is exposed (Fidalgo, 2020), likewise, it is detailed in detail. clear and simple the elements of a gamified project that allow its joint development. The activities proposed in this project have the purpose of developing together with the participants a didactic unit in the subject of history and they can acquire by themselves an experience in gamification, facilitating its implementation in the classroom and above all serving as a reference for the next projects that each participant plans to carry out, according to the needs of their students and the theme that is being taught.El presente trabajo se basa en una propuesta didáctica en la gamificación como estrategia de enseñanza de la asignatura de Historia, con la finalidad de brindar al personal docente una aproximación hacia la aplicación de esta estrategia como respuesta a la problemática que se presenta en el aula de clases al momento de poseer una continua metodología tradicionalista. El cambio metodológico constituye para el docente la superación de enfoques lineales tradicionales por ello se expone la importancia de innovar la metodología de enseñanza con actividades que motiven y promuevan la formación integral de los estudiantes (Fidalgo, 2020), así mismo, se detalla de forma clara y sencilla los elementos propios de un proyecto gamificado que permitan la elaboración conjunta del mismo. Las actividades planteadas en este proyecto tienen la finalidad de desarrollar conjuntamente con los participantes una unidad didáctica en la asignatura de historia y puedan adquirir por si mismos una experiencia en gamificación, facilitando su puesta en práctica en el aula de clase y sobre todo sirviendo de referente para los próximos proyectos que cada participante se plantee realizar, de acuerdo a las necesidades de sus estudiantes y de la temática que se esté impartiendo.O presente trabalho tem como base uma proposta didática em gamificação como estratégia de ensino da disciplina de História, a fim de proporcionar aos docentes uma abordagem para a aplicação desta estratégia como resposta aos problemas que surgem na sala de aula. o tempo de ter uma metodologia tradicionalista contínua. A mudança metodológica representa para o professor a superação das abordagens lineares tradicionais, por isso é exposta a importância de inovar a metodologia de ensino com atividades que motivem e promovam a formação integral dos alunos (Fidalgo, 2020), da mesma forma, é detalhada em detalhes .claros e simples os elementos de um projeto gamificado que permitem o seu desenvolvimento conjunto. As atividades propostas neste projeto têm como objetivo desenvolver junto com os participantes uma unidade didática na disciplina de história e que eles possam adquirir por si mesmos uma experiência em gamificação, facilitando sua implementação em sala de aula e acima de tudo servindo de referência para os próximos projetos que cada participante planeja realizar, de acordo com as necessidades de seus alunos e o tema que está sendo ensinado.Sapienza Grupo Editorial2023-05-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://journals.sapienzaeditorial.com/index.php/SIJIS/article/view/53310.51798/sijis.v4i1.533Sapienza: International Journal of Interdisciplinary Studies; Vol. 4 No. 1 (2023): Regular Issue: Interdisciplinary Studies; e23021Sapienza: International Journal of Interdisciplinary Studies; Vol. 4 Núm. 1 (2023): Fascículo Regular: Estudios Interdisciplinarios; e23021Sapienza: International Journal of Interdisciplinary Studies; v. 4 n. 1 (2023): Número Regular: Estudos Interdisciplinares; e230212675-9780reponame:Sapienza (Curitiba)instname:Sapienza Grupo Editorialinstacron:SAPIENZAenghttps://journals.sapienzaeditorial.com/index.php/SIJIS/article/view/533/471Copyright (c) 2023 Enrique Vicente Quinto Saritama, Marjorie Maribel Romero Serrano, Jonathan Patricio Fajardo Fajardo, Rubia Estrella Jiménez Calva, Henry Nicolas Logroño Mendozahttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessQuinto Saritama, Enrique Vicente Romero Serrano, Marjorie MaribelFajardo Fajardo, Jonathan PatricioJiménez Calva, Rubia EstrellaLogroño Mendoza, Henry Nicolas 2023-07-13T16:42:22Zoai:ojs2.journals.sapienzaeditorial.com:article/533Revistahttps://journals.sapienzaeditorial.com/index.php/SIJISPRIhttps://journals.sapienzaeditorial.com/index.php/SIJIS/oaieditor@sapienzaeditorial.com2675-97802675-9780opendoar:2023-07-13T16:42:22Sapienza (Curitiba) - Sapienza Grupo Editorialfalse |
dc.title.none.fl_str_mv |
Gamification in teachers for the teaching of history at the baccalaureate level La gamificación en el profesorado para la enseñanza de historia en el bachillerato Gamificação em professores para o ensino de história no ensino médio |
title |
Gamification in teachers for the teaching of history at the baccalaureate level |
spellingShingle |
Gamification in teachers for the teaching of history at the baccalaureate level Quinto Saritama, Enrique Vicente Gamificação, Professores, Educação, Bacharelado Gamification, Teachers, Education, Baccalaureat Gamificación, Profesorado, Educación, Bachillerato |
title_short |
Gamification in teachers for the teaching of history at the baccalaureate level |
title_full |
Gamification in teachers for the teaching of history at the baccalaureate level |
title_fullStr |
Gamification in teachers for the teaching of history at the baccalaureate level |
title_full_unstemmed |
Gamification in teachers for the teaching of history at the baccalaureate level |
title_sort |
Gamification in teachers for the teaching of history at the baccalaureate level |
author |
Quinto Saritama, Enrique Vicente |
author_facet |
Quinto Saritama, Enrique Vicente Romero Serrano, Marjorie Maribel Fajardo Fajardo, Jonathan Patricio Jiménez Calva, Rubia Estrella Logroño Mendoza, Henry Nicolas |
author_role |
author |
author2 |
Romero Serrano, Marjorie Maribel Fajardo Fajardo, Jonathan Patricio Jiménez Calva, Rubia Estrella Logroño Mendoza, Henry Nicolas |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Quinto Saritama, Enrique Vicente Romero Serrano, Marjorie Maribel Fajardo Fajardo, Jonathan Patricio Jiménez Calva, Rubia Estrella Logroño Mendoza, Henry Nicolas |
dc.subject.por.fl_str_mv |
Gamificação, Professores, Educação, Bacharelado Gamification, Teachers, Education, Baccalaureat Gamificación, Profesorado, Educación, Bachillerato |
topic |
Gamificação, Professores, Educação, Bacharelado Gamification, Teachers, Education, Baccalaureat Gamificación, Profesorado, Educación, Bachillerato |
description |
The present work is based on a didactic proposal in gamification as a teaching strategy for the subject of History, in order to provide teaching staff with an approach towards the application of this strategy as a response to the problems that arise in the classroom classes at the time of having a continuous traditionalist methodology. The methodological change constitutes for the teacher the overcoming of traditional linear approaches, for this reason the importance of innovating the teaching methodology with activities that motivate and promote the integral formation of students is exposed (Fidalgo, 2020), likewise, it is detailed in detail. clear and simple the elements of a gamified project that allow its joint development. The activities proposed in this project have the purpose of developing together with the participants a didactic unit in the subject of history and they can acquire by themselves an experience in gamification, facilitating its implementation in the classroom and above all serving as a reference for the next projects that each participant plans to carry out, according to the needs of their students and the theme that is being taught. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-05-30 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://journals.sapienzaeditorial.com/index.php/SIJIS/article/view/533 10.51798/sijis.v4i1.533 |
url |
https://journals.sapienzaeditorial.com/index.php/SIJIS/article/view/533 |
identifier_str_mv |
10.51798/sijis.v4i1.533 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://journals.sapienzaeditorial.com/index.php/SIJIS/article/view/533/471 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Sapienza Grupo Editorial |
publisher.none.fl_str_mv |
Sapienza Grupo Editorial |
dc.source.none.fl_str_mv |
Sapienza: International Journal of Interdisciplinary Studies; Vol. 4 No. 1 (2023): Regular Issue: Interdisciplinary Studies; e23021 Sapienza: International Journal of Interdisciplinary Studies; Vol. 4 Núm. 1 (2023): Fascículo Regular: Estudios Interdisciplinarios; e23021 Sapienza: International Journal of Interdisciplinary Studies; v. 4 n. 1 (2023): Número Regular: Estudos Interdisciplinares; e23021 2675-9780 reponame:Sapienza (Curitiba) instname:Sapienza Grupo Editorial instacron:SAPIENZA |
instname_str |
Sapienza Grupo Editorial |
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SAPIENZA |
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SAPIENZA |
reponame_str |
Sapienza (Curitiba) |
collection |
Sapienza (Curitiba) |
repository.name.fl_str_mv |
Sapienza (Curitiba) - Sapienza Grupo Editorial |
repository.mail.fl_str_mv |
editor@sapienzaeditorial.com |
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1797051606279127040 |