Simulaciones virtuales y emociones hacia el estudio de la química: una revisión sistemática

Daniel Moreno-Mediavilla, Virginia Pascual, Alicia Palacios

Resumen


En la mejora de la enseñanza de la ciencia a nivel conceptual y competencial, las simulaciones virtuales se perfilan como una de las herramientas de mayor interés. En este trabajo se presenta una revisión sistemática con el objetivo de analizar qué contenidos de química son los más trabajados con simulaciones virtuales, qué características tienen estas y cómo afecta su uso a las emociones de los estudiantes de química en Educación Secundaria. Los resultados muestran un uso mayoritario de entornos 2D de acceso abierto y un insuficiente número de simulaciones que relacionen la visualización sub-microscópica y la macroscópica. Las características propias de las simulaciones se muestran como las responsables del aumento de emociones positivas por parte de los estudiantes. Se concluye la importancia de profundizar en el papel que juegan las simulaciones en el fomento de la motivación y las actitudes positivas hacia la ciencia como complemento necesario para el aprendizaje.


Texto completo:

PDF

Referencias


Adams, W. K.; Reid, S.; LeMaster, R.; McKagan, S.; Perkins, K.; Dubson, M.; Wieman, C. E. (2008). A Study of Educational Simulations Part II – Interface Design. Journal of Interactive Learning Research, 19(4), 551-577. (https://www.learntechlib.org/p/24364).

Alkhaldi, T.; Pranata, I.; Athauda, R. I. (2016). A review of contemporary virtual and remote laboratory implementations: Observations and findings. Journal of Computers in Education, 3(3), 329-351. https://doi.org/10.1007/s40692-016-0068-z.

Alzahrani, N. M. (2020). Augmented reality: A systematic review of its benefits and challenges in e-learning contexts. Applied Sciences (Switzerland), 10(16). https://doi.org/10.3390/app10165660.

Amin, D. I.; Ikhsan, J. (2021). Improving higher order thinking skills via semi second life. European Journal of Educational Research, 10(1), 261-274. https://doi.org/10.12973/eu-jer.10.1.261.

Banda, H. J.; Nzabahimana, J. (2021). Effect of integrating physics education technology simulations on students´ conceptual understanding in physics: A review of literature. Physical review physics education research, 17(2), 023108. https://doi.org/10.1103/PhysRevPhysEducRes.17.023108.

Bretz, S. L. (2019). Evidence for the Importance of Laboratory Courses. Journal of Chemical Education, 96(2), 193-195. https://doi.org/10.1021/acs.jchemed.8b00874.

Bybee, R. W. (2011). Scientific and engineering practices in K-12 classrooms. The Science Teacher, 78(9), 34-40.

Campbell, T.; Oh, P.S. (2015). Engaging students in modelling as an epistemic practice of science: An introduction to the special issue of the journal of science education and technology. Journal of Science Education and Technology, 24(2), 125–131. https://doi.org/10.1007/s10956-014-9544-2.

Campos Mera, G.; Benarroch Benarroch, A. (2024). Laboratorios virtuales para la enseñanza de las ciencias: una revisión sistemática. Enseñanza de las Ciencias, 42(2), 109-129. https://doi.org/10.5565/rev/ensciencias.6040.

Chang, H.; Linn, M. C. (2013). Scaffolding learning from molecular visualizations. Journal of Research in Science Teaching, 50(7), 858-886. https://doi.org/10.1002/tea.21089.

Chan, P.; Van Gerven, T.; Dubois, J. C.; Bernaerts, K. (2021). Virtual chemical laboratories: A systematic literature review of research, technologies and instructional design. Computers and Education Open, 2. https://doi.org/10.1016/j.caeo.2021.100053.

Chen, S.; Chang, W.; Lai, C.; Tsai, C. (2014). A Comparison of Students' Approaches to Inquiry, Conceptual Learning, and Attitudes in Simulation-Based and Microcomputer-Based Laboratories. Science Education, 98(5), 905-935. https://doi.org/10.1002/sce.21126.

Chien, K.; Tsai, C.; Chen, H.; Chang, W.; Chen, S. (2015). Learning differences and eye fixation patterns in virtual and physical science laboratories. Computers y Education, 82, 191-201. https://doi.org/10.1016/j.compedu.2014.11.023.

Correia, A.; Koehler, N.; Thompson, A.; Phye, G. (2019). The application of PhET simulation to teach gas behavior on the submicroscopic level: secondary school students' perceptions. Research in Science y Technological Education, 37(2), 193-217. https://doi.org/10.1080/02635143.2018.1487834.

D’Angelo, C.; Rutstein, D.; Harris, C.; Bernard, R.; Borokhovski, E.; Haertel, G. (2014). Simulations for STEM learning: systematic review and meta-analysis. SRI Education. (https://bit.ly/4eSEwzz).

Davenport, J. L.; Rafferty, A. N.; Yaron, D. J. (2018). Whether and How Authentic Contexts Using a Virtual Chemistry Lab Support Learning. Journal of Chemical Education, 95(8), 1250-1259. https://doi.org/10.1021/acs.jchemed.8b00048.

De Jong, T.; Van Joolingen, W. R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68(2), 179-201. https://doi.org/10.3102/00346543068002179.

De Pablos Pons, J.; Llorent-Vaquero, M. (2020). Las emociones en la interacción con la tecnología en el profesorado y el alumnado de centros con buenas prácticas TIC. Educatio Siglo XXI, 38(2 Jul-Oct), 155–170. https://doi.org/10.6018/educatio.432951.

Della costa, G. M.; Occelli, M. (2020). Análisis de simulaciones computacionales para la enseñanza del modelo de evolución biológica por selección natural. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 17(2), 2201. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2020.v17.i2.2201.

Donnelly, D.; O'Reilly, J.; McGarr, O. (2013). Enhancing the Student Experiment Experience: Visible Scientific Inquiry Through a Virtual Chemistry Laboratory. Research in Science Education, 43(4), 1571-1592. https://doi.org/10.1007/s11165-012-9322-1.

Fan, X.; Geelan, D. R. (2013). Enhancing students' scientific literacy in science education using interactive simulations: A critical literature review. J. Computer in Mathematics y Science Teaching, 32(2), 125-171.

Fiad, S. B.; Galarza, O. D. (2015). El Laboratorio Virtual como Estrategia para el Proceso de Enseñanza-Aprendizaje del Concepto de Mol. Formación Universitaria, 8(4), 3. https://doi.org/10.4067/s0718-50062015000400002.

Finkelstein, N. D.; Adams, W. K.; Keller, C. J.; Kohl, P. B.; Perkins, K. K.; Podolefsky, N. S., Reid, S.; LeMaster, R. (2005). When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment. Physical Review Special Topics-Physics Education Research, 1(1). https://doi.org/10.1103/physrevstper.1.010103.

Fuentes, A.; López, J.; Pozo, S. (2019). Analysis of the digital teaching competence: Key factor in the performance of active pedagogies with augmented reality. [Análisis de la competencia digital docente: Factor clave en el desempeño de pedagogías activas con realidad aumentada] REICE. Revista Iberoamericana Sobre Calidad, Eficacia Y Cambio En Educacion, 17(2), 27-42. https://doi.org/10.15366/reice2019.17.2.002.

Gambari, A. I.; Kawu, H.; Falode, O. C. (2018). Impact of Virtual Laboratory on the Achievement of Secondary School Chemistry Students in Homogeneous and Heterogeneous Collaborative Environments. Contemporary Educational Technology, 9(3), 246-263. https://doi.org/10.30935/cet.444108.

Gambari, I. A.; Gbodi, B. E.; Olakanmi, E. U.; Abalaka, E. N. (2016). Promoting Intrinsic and Extrinsic Motivation among Chemistry Students using Computer-Assisted Instruction. Contemporary Educational Technology, 7(1), 25.

https://doi.org/10.30935/cedtech/6161.

Gutiérrez-de-Rozas, B.; Carpintero Molina, E. (2021). Análisis de la evaluación de programas de educación emocional y motivación en Educación Secundaria. Revista de Investigación Educativa, 39(2), 503–525. https://doi.org/10.6018/rie.442341.

Hale-Hanes, C. (2015). Promoting Student Development of Models and Scientific Inquiry Skills in Acid Base Chemistry: An Important Skill Development in Preparation for AP Chemistry. Journal of Chemical Education, 92(8), 1320-1324. https://doi.org/10.1021/ed500814n.

Hamilton, D.; McKechnie, J.; Edgerton, E.; Wilson, C. (2020). Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design. Journal of Computers in Education, 10(8),1-32. https://doi.org/10.1007/s40692-020-00169-2.

Homer, B. D.; Plass, J. L. (2014). Level of interactivity and executive functions as predictors of learning in computer-based chemistry simulations. Computers in Human Behavior, 36, 365-375. https://doi.org/10.1016/j.chb.2014.03.041.

Honey, M.; Hilton, M. (2011). Learning Science Through Computer Games and Simulations. Washinton D.C. (USA): National academies.

Instituto Nacional de Evaluación Educativa (2023). PISA 2022. Programa para la Evaluación Internacional de los Estudiantes. Informe español. Secretaría General Técnica del Ministerio de Educación, Formación Profesional y Deportes. (https://bit.ly/3Y3n3wK).

Jiménez-Palacios, R.; Cuenca López, J. M. (2021). La enseñanza y aprendizaje de las Ciencias Sociales a través del patrimonio, videojuegos y emociones. Estudio de caso en un IES de Huelva (España). Panta Rei. Revista digital de Historia y Didáctica de la Historia, 15, 103–133. https://doi.org/10.6018/pantarei.466601.

Kang, J.; Hense, J.; Scheersoi, A.; Keinonen, T. (2019). Gender study on the relationships between science interest and future career perspectives. International Journal of Science Education, 41(1), 80–101. https://doi.org/10.1080/09500693.2018.1534021.

Karayilan, M.; Vakil, J.; Fowler, D.; Becker, M. L.; Cox, C. T. (2021). Zooming in on polymer chemistry and designing synthesis of high sulfur-content polymers for virtual undergraduate laboratory experiment. Journal of Chemical Education, 98(6), 2062-2073. https://doi.org/10.1021/acs.jchemed.1c00105.

Karaseva, A.; Pruulmann-Vengerfeldt, P.; Siibak, A. (2018). Relationships between in-service teacher achievement motivation and use of educational technology: case study with Latvian and Estonian teachers. Technology, Pedagogy and Education, 27(1), 33-47. https://doi.org/10.1080/1475939X.2017.1339633.

Karlsson, G.; Ivarsson, J.; Lindstrom, B. (2013). Agreed discoveries: students' negotiations in a virtual laboratory experiment. Instructional Science, 41(3), 455-480. https://doi.org/10.1007/s11251-012-9238-1.

Kozma, R. B. (2000). The use of multiple representations and the social construction of understanding in chemistry. In M. Jacobson y R. Kozma (Eds.), Innovations in science and mathematics education: Advanced designs for technologies of learning (pp. 11–46). Mahwah NJ (USA): Lawrence Erlbaum Associates, Inc.

Kozma, R.; Russell, J. (2005). Students becoming chemists: Developing representational competence. In J. K. Gilbert (Ed.), Visualisation in science education (pp. 121–146). Dordrecht (The Netherland): Springer.

Lamb, R. L.; Annetta, L. (2013). The Use of Online Modules and the Effect on Student Outcomes in a High School Chemistry Class. Journal of Science Education and Technology, 22(5), 603-613. https://doi.org/10.1007/s10956-012-9417-5.

Levy, D. (2013). How Dynamic Visualization Technology can Support Molecular Reasoning. Journal of Science Education and Technology, 22(5), 702-717. https://doi.org/10.1007/s10956-012-9424-6.

Lynch, T.; Ghergulescu, I. (2017). Review of virtual labs as the emerging technologies for teaching STEM subjects. Paper presented at the INTED2017 Proc. 11th Int. Technol. Educ. Dev. Conf, 6(8) 6082-6091. https://doi.org/10.21125/inted.2017.1422.

Martín, J. I.; Galván, J. J. M. (2019). PhET, simulaciones interactivas para Ciencias y Matemáticas. Alambique: Didáctica de las ciencias experimentales, 95, 82-83.

Moli, L.; Delserieys, A. P.; Impedovo, M. A.; Castera, J. (2017). Learning density in Vanuatu high school with computer simulation: Influence of different levels of guidance. Educ Inf Technol, 22, 1947–1964. https://doi.org/10.1007/s10639-016-9527-4.

National Research Council. (2012). A Framework for K-12 Science Education:

Practices, Crosscutting Concepts, and Core Ideas. The National Academies Press. https://doi.org/10.17226/13165.

Olakanmi, E. E. (2015). The Effects of a Web-Based Computer Simulation on Students' Conceptual Understanding of Rate of Reaction and Attitude Towards Chemistry. Journal of Baltic Science Education, 14(5), 627-640. https://doi.org/10.33225/jbse/15.14.627.

Oliveira, A.; Feyzi Behnagh, R.; Ni, L., Mohsinah, A. A.; Burgess, K. J.; Guo, L. (2019). Emerging technologies as pedagogical tools for teaching and learning science: A literature review. Human Behavior and Emerging Technologies, 1(2), 149-160. https://doi.org/10.1002/hbe2.141.

Ortiz, C. P. M.; Álvarez, J. S. O.; Sánchez, L. T. M. (2017). Laboratorio virtual de química: una experiencia de diseño interdisciplinar. Revista Virtual Universidad Católica Del Norte, 51, 98-110.

Ortiz F.; Piña C. (2018). Estrategia tecno-didáctica para la solución de problemas de genética en estudiantes de educación a distancia. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias. 15(2), 2301. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2018.v15.i2.2301

Osborne, J. (2014). Teaching Scientific Practices: Meeting the Challenge of Change. Journal of Science Teacher Education, 25(2), 177-196. https://doi.org/10.1007/s10972-014-9384-1.

Osman, K.; Lee, T. T. (2013). Impact of Interactive Multimedia Module with Pedagogical Agents on Students' Understanding and Motivation in the Learning of Electrochemistry. International Journal of Science and Mathematics Education, 12(2), 395-421. https://doi.org/10.1007/s10763-013-9407-y.

Page, M. J.; Mckenzie, J. E.; Bossuyt, P. M.; Boutron, I.; Hoffmann, T. C.; Mulrow, C. D., Shamseer, L.; Tetzlaff, J. M.; Akl, E. A.; Brennan, S. E.; Chou, R., Glanville, J.; Grimshaw, J. M., Hróbjartsson, A.; Lalu, M. M.; Li, T.; Loder, E. W.; Mayo-Wilson, E.; Mcdonald, S.; Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ. 372(71). https://doi.org/10.1136/bmj.n71.

Palacios, A.; Pascual, V.; Moreno-Mediavilla, D. (2024). Methodological design in the use of virtual simulations in chemistry: a systematic review. Journal of Technology and Science Education, 14(3), 701-719. https://doi.org/10.3926/jotse.2357.

Papadimitropoulos, N.; Dalacosta, K.; Pavlatou, E. A. (2021). Teaching Chemistry with Arduino Experiments in a Mixed Virtual-Physical Learning Environment. Journal of Science Education and Technology, 30(4), 550-566. https://doi.org/10.1007/s10956-020-09899-5.

Pedaste, M.; Mäeots, M.; Siiman, L. A.; De Jong, T.; Van Riesen, S. A. N.; Kamp, E. T.; Manoli, C. C.; Zacharia, Z. C.; Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational research review, 14, 47-61. https://doi.org/10.1016/j.edurev.2015.02.003.

Peechapol, C. (2021). Investigating the Effect of Virtual Laboratory Simulation in Chemistry on Learning Achievement, Self-efficacy, and Learning Experience. International Journal of Emerging Technologies in Learning, 16(20), 196-207. https://doi.org/10.3991/ijet.v16i20.23561.

Plass, J. L.; Milne, C.; Homer, B. D.; Schwartz, R. N.; Hayward, E. O.; Jordan, T.; Verkuilen, J.; Ng, F.; Wang, Y.; Barrientos, J. (2012). Investigating the effectiveness of computer simulations for chemistry learning. Journal of Research in Science Teaching, 49(3), 394-419. https://doi.org/10.1002/tea.21008.

Podolefsky, N. S.; Perkins, K. K.; Adams, W. K. (2010). Factors promoting engaged exploration with computer simulations. Physical Review Special Topics - Physics Education Research, 6(2). https://doi.org/10.1103/PhysRevSTPER.6.020117.

Pratidhina, E.; Pujianto, P.; Sumardi, Y. (2019). Developing Computer Program as a Learning Resource on Gas Law Topics for High School Students. International Journal of Instruction, 12(2), 133-146. https://doi.org/10.29333/iji.2019.1229a.

Rizvi, Y. S.; Nabi, A. (2021). Transformation of learning from real to virtual: an exploratory-descriptive analysis of issues and challenges. Journal of Research in Innovative Teaching and Learning, 14(1), 5-17. https://doi.org/10.1108/jrit-10-2020-0052.

Robles, A.; Solbes, J.; Cantó, R.; Lozano, Ó. R. (2015). Actitudes de los estudiantes hacia la ciencia escolar en el primer ciclo de la Enseñanza Secundaria Obligatoria. Revista Electrónica de Enseñanza de Las Ciencias, 14(3), 361–376.

Romero, M.; Quesada, A. (2014). Nuevas tecnologías y aprendizaje significativo de las ciencias. Enseñanza de las Ciencias, 32(1), 0101-115. https://doi.org/10.5565/rev/ensciencias.433.

Ruiz-Lázaro, J.; Jiménez-García, E.; Huetos-Domínguez, M. (2025). Revisión sistemática sobre el uso de la tecnología en educación y el compromiso de los estudiantes en la última década. Campus Virtuales, 14(1), 139-152. https://doi.org/10.54988/cv.2025.1.1318.

Rutten, N.; Van Joolingen, W. R.; Van Der Veen, J. T. (2012). The learning effects of computer simulations in science education. Computers and Education, 58(1), 136-153. https://doi.org/10.1016/j.compedu.2011.07.017.

Ryoo, K.; Bedell, K.; Swearingen, A. (2018). Promoting Linguistically Diverse Students' Short-Term and Long-Term Understanding of Chemical Phenomena Using Visualizations. Journal of Science Education and Technology, 27(6), 508-522. https://doi.org/10.1007/s10956-018-9739-z.

Smetana, L. K.; Bell, R. L. (2014). Which setting to choose: Comparison of whole-class vs. small-group computer simulation use. Journal of Science Education and Technology, 23(4), 481-495. https://doi.org/10.1007/s10956-013-9479-z.

Stieff, M. (2019). Improving Learning Outcomes in Secondary Chemistry with Visualization-Supported Inquiry Activities. Journal of Chemical Education, 96(7), 1300-1307. https://doi.org/10.1021/acs.jchemed.9b00205.

Tatli, Z.; Ayas, A. (2012). Virtual Chemistry Laboratory: Effect Of Constructivist Learning Environment. Turkish Online Journal of Distance Education, 13(1), 183-199.

Tatli, Z.; Ayas, A. (2013). Effect of a Virtual Chemistry Laboratory on Students' Achievement. Journal of Educational Technology y Society, 16(1), 159-170. http://www.jstor.org/stable/jeductechsoci.16.1.159.

Tüysüz, C. (2010). The Effect of the Virtual Laboratory on Students' Achievement and Attitude in Chemistry. International Online Journal of Educational Sciences, 2(1), 37-53.

Udo, M. E.; Etiubon, R. U. (2011). Computer-Based Science Simulations, Guided-Discovery and Students’ Performance in Chemistry. Modern Applied Science, 5(6). https://doi.org/10.5539/mas.v5n6p211.

Ullah, S.; Ali, N.; Rahman, S. U. (2016). The Effect of Procedural Guidance on Students' Skill Enhancement in a Virtual Chemistry Laboratory. Journal of Chemical Education, 93(12), 2018-2025. https://doi.org/10.1021/acs.jchemed.5b00969.

Vandenplas, J. R.; Herrington, D. G.; Shrode, A. D.; Sweeder, R. D. (2021). Use of Simulations and Screencasts to Increase Student Understanding of Energy Concepts in Bonding. Journal of Chemical Education, 98(3), 730-744. https://doi.org/10.1021/acs.jchemed.0c00470.

Velasco, J.; Buteler, L. (2017). Computational simulations in physics education: A critical review of the literature. [Simulaciones computacionales en la enseñanza de la física: una revisión crítica de los últimos años]. Enseñanza De Las Ciencias, 35(2), 161-178.

https://doi.org/10.5565/rev/ensciencias.2117.

Waight, N.; Liu, X.; Gregorius, R. M.; Smith, E.; Park, M. (2014). Teacher Conceptions and Approaches Associated with an Immersive Instructional Implementation of Computer-Based Models and Assessment in a Secondary Chemistry Classroom. International Journal of Science Education, 36(3), 467-505. https://doi.org/10.1080/09500693.2013.787506.

Waight, N.; Gillmeister, K. (2014). Teachers and Students' Conceptions of Computer-Based Models in the Context of High School Chemistry: Elicitations at the Pre-intervention Stage. Research in Science Education, 44(2), 335-361. https://doi.org/10.1007/s11165-013-9385-7.

Wen, C.; Liu, C.; Chang, H.; Chang, C.; Chang, M.; Chiang, S. F.; Yang, C.; Hwang, F. (2020). Students' guided inquiry with simulation and its relation to school science achievement and scientific literacy. Computers and Education, 149, 103830. https://doi.org/10.1016/j.compedu.2020.103830.

Yohannes, A.; Chen, H. (2021). GeoGebra in mathematics education: a systematic review of journal articles published from 2010 to 2020. Interactive Learning Environments, 31, 5682 - 5697. https://doi.org/10.1080/10494820.2021.2016861.

Zacharia, Z. C. (2007). Comparing and combining real and virtual experimentation: An effort to enhance students' conceptual understanding of electric circuits. Journal of Computer Assisted Learning, 23(2), 120-132. https://doi.org/10.1111/j.1365-2729.2006.00215.x.

Zacharia, Z. C.; Olympiou, G.; Papaevripidou, M. (2008). Effects of experimenting with physical and virtual manipulatives on students' conceptual understanding in heat and temperature. Journal of Research in Science Teaching, 45(9), https://doi.org/10.1002/tea.20260.

Zohar, A. R.; Levy, S. T. (2019). Attraction vs. repulsion - learning about forces and energy in chemical bonding with the ELI-Chem simulation. Chemistry Education Research and Practice, 20(4), 667-684. https://doi.org/10.1039/c9rp00007k.




DOI: http://dx.doi.org/10.54988/cv.2025.2.1604

Enlaces refback

  • No hay ningún enlace refback.


Campus Virtuales

ISSN: 2255-1514

www.revistacampusvirtuales.es

campusvirtuales@uajournals.com