EL IMPACTO DE LAS TIC INMERSIVAS (REALIDAD AUMENTADA, VIRTUAL Y SIMULADORES) EN LA COMPRENSIÓN DE FENÓMENOS NATURALES EN LA EDUCACIÓN PRIMARIA: UNA REVISIÓN DE LITERATURA (2020-2025)
DOI:
https://doi.org/10.56219/trascendere.v2i8.6330Palabras clave:
Tecnologías de la información y la comunicación (TIC), ciencias naturales, educación primaria, realidad aumentada, realidad virtual, simuladores digitalesResumen
La enseñanza de las ciencias naturales en la educación primaria enfrenta el desafío de acercar a los estudiantes a fenómenos que, por su nivel de abstracción o su escala, resultan difíciles de observar directamente. Tecnologías como la realidad aumentada, la realidad virtual y los simuladores digitales son herramientas digitales que permiten visualizar procesos invisibles y recrear experiencias inmersivas, contribuyendo a la motivación y al aprendizaje significativo. Este artículo presenta una revisión bibliográfica de investigaciones publicadas entre 2020 y 2025, con el propósito de analizar cómo las TIC de visualización e inmersión fortalecen la comprensión de fenómenos naturales como la fotosíntesis, el ciclo del agua y los movimientos astronómicos. Se examinan estudios que consideran factores clave como la formación docente, la infraestructura tecnológica y la adaptación curricular. Los hallazgos indican que, cuando se integran dentro de estrategias pedagógicas sólidas, estas herramientas potencian la comprensión conceptual, estimulan la curiosidad científica y promueven actitudes positivas hacia la ciencia en contextos escolares. Asimismo, se identifican desafíos para su adopción efectiva, entre ellos la brecha digital, la formación docente insuficiente, la desigualdad en infraestructura y la necesidad de una alineación curricular cuidadosa. Se formulan recomendaciones para la implementación en educación básica y para futuras investigaciones orientadas a la retención y transferencia del aprendizaje.
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