Dialectics in message encoding in a Study and Research Activity in a Linear Algebra course for Engineering majors Las dialécticas en la codificación de mensajes en una Actividad de Estudio e Investigación en un curso de Álgebra Lineal en carreras de Ingeniería

Abstract

The present article describes a didactic experience of implementing and analyzing a Study and Research Activity in the area of message coding, taking into account the dialectics of the Anthropological Theory of Didactics. This experience was conducted within a Linear Algebra course, following the Pedagogy of Research and Questioning the World approach. The main objective was to explore the impact of dialectics on student learning. The method used was based on generating generative and derived questions and seeking answers through different sources and means. The most relevant result was the identification of dialectics present in the Study and Research Activity, such as the dialectics of study and research, individual and collective, and praxeological and didactic analysis, among others. These dialectics played a fundamental role in the activity's development and in the students' meaningful learning. As a main conclusion, the importance of considering dialectics in designing and implementing teaching activities is highlighted, as their presence can promote deeper learning and improve academic outcomes