Abstract:

This study describes the teaching and learning of the agrochemical from an integrating view during lessons given in different schools in Mexico to students from different disciplines of knowledge. During the classes, a number of didactic pedagogical and technological materials, as well as prototypes were developed from a docent strategy for its use in courses given to students who enrolled and accepted to take part in these activities.

The methodology of this work is based on an experimental part conformed by different stages like the design of pedagogical and didactic robots and the development of systems based on interactive ICT’s presented in an interactive ludic web page.

Video systems recorded in situ, dynamic mockups and a basic course including the fundamental concepts of the classroom-learning environment were utilized with the purpose to show the correct use of agrochemical and to explain the benefit to the environment when we use it correct.

For this research, a docent strategy based on technology, problems and projects was developed both ex situ and in situ, with semi-automated didactic tools which favored the understanding of the correct use of the agrochemicals.

The data obtained from the students and its further analysis showed that it is possible to teach conscious use of the agrochemical using a variety of didactic, pedagogical and technological tools.

Keywords:

Agrochemical, teaching and learning, docent strategies, pedagogical and technological tools.