Concepción didáctica basada en la Inteligencia Artificial para la resolución de problemas físicos en Tercero Bachillerato de la Unidad Educativa Juan Bautista Vásquez.

Abstract

Through this research, an initial diagnosis is made of the level of development of the problem-solving competence in students who belong to the third year of the Unified General Baccalaureate of the Juan Bautista Vásquez Educational Unit located in the city of Azogues, detecting a series of difficulties, which led the authors to design, implement and evaluate the impact of a didactic conception based on Artificial Intelligence (AI) on the development of physical problem-solving competence in the students of the investigated sample. The study adopts a quasi-experimental type of research with a mixed approach, using tools such as pre and pos-test, surveys, participant observation and field diaries to collect relevant data during the various phases of the project. This process helps identify the specific needs of students, adjust the educational intervention to these needs and effectively evaluate the results of the implementation. The results indicate a significant improvement in students' ability to solve physical problems following the implementation of the AI-based didactic design. This improvement is attributed to the effective integration of AI tools into the teaching process, which facilitates more interactive and adaptive learning. Quantitative assessments show not only improvements in grades, but also an increase in student motivation and engagement in learning physics. The importance of AI in modern education is highlighted, demonstrating that its implementation in physics teaching can significantly improve students' problem-solving skills. In addition, the need for teacher training in AI-based technologies is highlighted and it is suggested to expand research on its application in various educational areas to maximize its benefits in learning.