ESTADO DEL ARTE SOBRE EL IMPACTO DE LAS TIC INMERSIVAS EN LA COMPRENSIÓN DE FENÓMENOS NATURALES EN LA EDUCACIÓN PRIMARIA: UNA REVISIÓN SISTEMÁTICA DE LA LITERATURA (2020-2025)
DOI:
https://doi.org/10.56219/dialctica.v2i31.6360Palabras clave:
tecnologías de la información y la comunicación (tic), ciencias naturales, educación primaria, realidad aumentada, realidad virtual, simuladores digitalesResumen
La dificultad para representar fenómenos naturales es una de las dificultades que puede señalarse como clave para la enseñanza y el aprendizaje de las ciencias en educación primaria, ya que hay muchos fenómenos que no pueden ser observados a simple vista ni pueden representarse de manera adecuada, pues su duración, su escala o su naturaleza son invisibles, por tanto, la realidad aumentada, la realidad virtual y los simuladores digitales permiten observar algunos fenómenos que la naturaleza no puede mostrar, así como reproducir ciertos procesos que pueden facilitar aprendizajes significativos. Esta revisión analiza la literatura publicada entre 2020 y 2025 del uso de recursos digitales de visualización e inmersión para representar fenómenos naturales (fotosíntesis, ciclo del agua o movimientos de los cuerpos astronómicos), el trabajo presenta un análisis que hace hincapié en la formación del profesorado, en la infraestructura tecnológica y la adaptación curricular; sin embargo, los resultados indican que cuando se introducen herramientas como estas a partir de estrategias pedagógicas de forma explícita, favorecen la comprensión conceptual, la curiosidad científica y las actitudes hacia la ciencia, presenta, además, desafíos sobre la brecha digital, la escasa preparación del profesorado, las desigualdades en lo que hace a infraestructura o la necesidad de establecer relaciones entre recursos y contenidos curriculares.
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