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This study presents the results obtained from implementing free laboratory simulators in chemistry classes with twelfth-grade students from the Science Program at Ángel María Herrera High School in Penonomé, Coclé. The objective was to enhance thermodynamics lessons and promote self-directed learning. A mixed-method approach was implemented with a control group (traditional model) and an experimental group (constructivist approach, supplemented by simulators and visual resources such as videos and animations). The results showed that the experimental group improved their academic performance, as did the control group. Additionally, 38% of the students preferred the Thermal Capacity Understanding Simulator, while 26% chose the Calorimetry Simulator. The students highlighted the usefulness of the simulators for visualizing the content and reported increased motivation due to these tools. The data collected were tabulated and analyzed using the JAMOVI software.
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional.
