Abstract
In education it is important to innovate the conventional classroom and build learning environments that involve student participation and teacher mediation. This study seeks to contrast the effectiveness of virtual itineraries and territorial tours for the development of geographic skills. The work follows a mixed approach, with a quasi-experimental design. With a geographical itinerary of four relevant stops, with a sample selected by means of intentional sampling, formed by students of the Fifth Semester of the Pedagogy of History and Social Sciences Career. The students of group A made tours in the territory and group B made tours in virtual environments. Observation and comparative analysis techniques were used, as well as questionnaires and pre- and post-intervention evaluations as instruments. The impact of the study lies in demonstrating the effectiveness of combining on-site and virtual tours to develop geographic skills. While the former foster practical skills such as direct observation and interaction with the environment, the latter enhance map interpretation and geospatial navigation. These findings highlight the importance of diversifying pedagogical strategies through careful planning that integrates technological tools and practical experiences, fostering innovation in the teaching of social sciences.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call