Social networks as a pedagogical strategy to develop scientificcompetences in secondary

Abstract

However, in the educational institutions of Tenerife, Department of Magdalena (Colombia), educational
processes are still anchored to traditional strategies and rote learning, not taking into account the motivational characteristics that technologies have on young people, especially when it comes to social networks. Hence, these could become a pedagogical strategy for developing scientific competences, in terms of secondary school students, who use them for entertainment and communication purposes. For this reason, the study aimed to propose social networks as a
pedagogical strategy for developing scientific competences in secondary schools. The methodology
was typified as projective, which corresponds to the positivist paradigm with a quantitative approach, as it proposed an alternative solution to the problems presented. The design was nonexperimental
fieldwork. The data collection instrument was a questionnaire structured in 36 items with four response alternatives, applied to a sample of 56 science teachers and 123 grade 11 students. The results showed that 58% of the students in Tenerife's educational institutions tended to learn by rote, 32% to the reflective type, and in relation to the channel of perception, 55% of teachers and students (averaging their responses) agreed that the kinaesthetic type was the most commonly used, the same weighting was given to the auditory type and 32% to the kinaesthetic
type. Finally, in relation to teaching strategies, 87% of teachers stated that social networks facilitate
interaction, promote interaction and dynamise educational processes. Meanwhile, students find
them fascinating and innovative for learning.