Design of a virtual classroom for teaching Natural Sciences in high school: perceptions of students, parents and teachers
Keywords:
virtual classroom, Natural Sciences, educational technology, high school, EcuadorAbstract
The integration of digital technologies in secondary education constitutes a contemporary pedagogical challenge, especially in subjects such as Natural Sciences, where student motivation and academic performance present suboptimal levels. This study aimed to design and validate a virtual classroom for teaching Natural Sciences to first-year students of the Unified General Baccalaureate at the San Marcos Educational Unit (Ecuador), based on the perceptions of students, parents, and teachers. A mixed-method research with descriptive-correlational scope and non-experimental cross-sectional design was conducted. The sample consisted of 60 students, 60 parents, and 5 teachers. Structured Likert-scale surveys were applied to each group, as well as semi-structured interviews with teachers. The results showed that 53.33% of students expressed low interest in the subject, 50% identified Chemistry as the most complex topic, and 70% considered that the curriculum partially addresses their learning needs. Likewise, 96.66% of parents rated the virtual classroom proposal as excellent, and 100% of teachers were very familiar with the use of educational platforms. It is concluded that the virtual classroom design constitutes a relevant pedagogical tool to strengthen motivation and academic performance in Natural Sciences, provided that continuous training and technological support strategies are implemented.
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