Estrategias de aprendizaje mediadas por tecnología para el aprendizaje significativo en la asignatura de Biología

Currently there is a fairly large number of educational platforms; therefore, it is crucial to enter that virtual universe and use it as a tool to develop learning strategies that contribute to the appropriation of knowledge. This research aims to identify technology-mediated learning strategies that promote previous concept and meaningful learning in the subject of Biology at the high school level. To analyze the object of this study, a quantitative methodology of exploratory-descriptive type was used to know the strategies mediated by technology that develop the appropriation of knowledge of Biology content. There was an experimental group and a controlled one to apply a pre-diagnosis, treatment and post-diagnosis. From these data, the results were: Significant difference in the experimental group after the didactic intervention, since the subjects showed mastery of basic concepts of Biology and considered that the application of this type of strategies are fundamental for the understanding and organization of main ideas in the construction of meaningful learning. Besides, they affirmed that the assimilation and appropriation of knowledge depend on the strategies mediated by technology.