Enseñanza del transistor BJT como amplificador utilizando herramientas tecnológicas digitales para la experimentación

Abstract

This research characterizes the teaching style of instructors and the learning style of students in the Electronic Engineering Program at Francisco de Paula Santander University. Its purpose is to compare these styles and develop a pedagogical proposal to foster meaningful learning of the concept of the BJT transistor as an amplifier. It is framed within the positivist paradigm, using a descriptive approach and an experimental method. It includes four stages: diagnosis, strategy design, strategy implementation, and results evaluation. The proposal employs the analysis of documentary sources and statistical information and uses instruments developed during the research. The results indicate that instructors have a teaching style that tends toward openness and formality, according to the Martínez model, and students have a convergent and assimilative learning style, according to the Kolb model. Furthermore, the implementation of the didactic sequences as a pedagogical proposal reduced inadequate perception and increased adequate perception, demonstrating a conceptual change with respect to the representation of the BJT transistor as an amplifier and contributed to the construction of physical and mathematical concepts through inductive and deductive interpretation.

Keywords

• seleccionado:estilo de aprendizaje
• estilo de enseñanza
• experimentación
• proceso enseñanza-aprendizaje
• transistor