Abstract
This study aims to implement and evaluate a methodological proposal using the hologram as a teaching medium for the learning of concepts related to areas and volumes of geometrical bodies. The study has been carried out with a sample of 78 students in the third year of secondary education from a privately-owned but state-funded school in Madrid. Thirty-five students who have been taught traditionally formed the control group, and 43 formed the experimental group in which the methodology was implemented. To evaluate its goodness, we have used the Student’s t-test to assess the existence of significant differences between both groups. The results reported by the test show that there is a difference of 3.9 points between the scores of both groups which is significant at the level of 0.05. In addition, the user experience in the experimental group has also been evaluated to assess the students’ opinions of the hologram in the learning process. The overall results have assisted us in corroborating the efficacy of the hologram as a teaching medium.
Highlights
The changes that take place in society require the involvement of teachers in students’ learning processes to guarantee they acquire the competencies that will allow them to face the future.It is a fact that the environment is filled with scientific concepts which find a place in the official curriculum
It should be noted that the data indicate a positive user experience among the students of the experimental group since 97.4% of them would recommend it as a teaching medium
It should be mentioned that 53.8% of students considered that the hologram is formed due to the phenomena of light reflection, which implies that they have learned a practical application of this phenomenon
Summary
The changes that take place in society require the involvement of teachers in students’ learning processes to guarantee they acquire the competencies that will allow them to face the future.It is a fact that the environment is filled with scientific concepts which find a place in the official curriculum. Teachers perceive the deficiencies that students present as an aspect of the difficulties of the explanation of the concepts, sometimes due to the degree of abstraction they imply. In this context, and especially when talking about the learning of mathematics, it is clear that the conceptions and knowledge that teachers have are closely linked to how they were taught, and they tend to reproduce the models that they experienced [1]. In the Spanish territory, it is usual to relegate geometry to the last units of the school year if the official curriculum is followed which leads to rote learning
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