Uso de Nearpod en informática educativa para enseñar astronomía en primer año medio en Chile.

Abstract

This educational research aimed to analyze the use of the Nearpod platform as a pedagogical opportunity to integrate smartphones into the learning of astronomy content, specifically cosmic structures, among first-year high school students at an institution in San Vicente de Tagua Tagua, Chile. An exploratory study with a mixed-methods approach was conducted, applying a sequence of activities to two groups: one that worked with a traditional methodology and another that used Nearpod on smartphones. Didactic guides, diagnostic and final evaluations, as well as student perception surveys, were implemented. The results showed that although the differences in academic performance between both groups were slight, the group that worked with Nearpod demonstrated higher levels of motivation, participation, and conceptual understanding through the use of visual and interactive resources. Furthermore, it was observed that when smartphones are integrated into the classroom with a pedagogical purpose, they can become a valuable resource in teaching physics and astronomy, fostering engagement and the active construction of knowledge.