Conclusions
General Conclusions
1.The site of the game "Taks Scope" is a very rich knowledge of science that allows the students to learn content related to this area throughout the game. "Taks Scope" has proved a very educational and pedagogical tool for teachers or facilitators, as it contains a set of specifications according to the work of teaching about and providing the students a new learning methodology that fosters an approach towards its constructivist teaching and learning.
The site has a colorful presentation, encouraged, organized and above all objectively, permmite through its interaction respond to different levels of learning and thinking and estuadiantes. Turn offering specific guidance for the teachers, as well as various activities that allow this site its own construction of knowledge and learning.
1.The site of the game "Taks Scope" is a very rich knowledge of science that allows the students to learn content related to this area throughout the game. "Taks Scope" has proved a very educational and pedagogical tool for teachers or facilitators, as it contains a set of specifications according to the work of teaching about and providing the students a new learning methodology that fosters an approach towards its constructivist teaching and learning.
The site has a colorful presentation, encouraged, organized and above all objectively, permmite through its interaction respond to different levels of learning and thinking and estuadiantes. Turn offering specific guidance for the teachers, as well as various activities that allow this site its own construction of knowledge and learning.
2. Although the game has a very educational approach, if I
think it advisable for the proper structuring of content this should be divided
into two complementary sets. That is, for its rich content value in the area of
science and good focus on the role of the teacher or facilitator, should be a
"Taks Scope" for teachers, as support material. And another "Taks Scope" directed only to children where
with the help of the teacher's interaction with the game more rewarding and
meaningful for the students to whom it is addressed, as this way both games and
didactic approaches are would draw much more to learn both the teacher and the
target group.
3. The sequence of the steps are related one to each other.
4. Even
though time is not included as an essential component, it is important
to mention that it´s fundamental to calculate it before actually
teaching a class.
5. There are not enough
on-line activities for students to interact, but the tools and resources allow
children to be able research, explore, collect data, analyze, conclude and make
hypothesis.
6. Implementing the
contents of the page in English and Spanish could facilitate the
contextualization to Spanish-speaking countries.