<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672020000200147</article-id>
<article-id pub-id-type="doi">10.23913/ride.v11i21.778</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Evaluación de la consolidación de conocimientos de la anatomía radicular mediante el uso de realidad aumentada por alumnos del posgrado de Endodoncia de la UNITEC]]></article-title>
<article-title xml:lang="en"><![CDATA[Evaluation of the consolidation of knowledge of root anatomy using augmented reality by students of the Postgraduate Endodontics of UNITEC]]></article-title>
<article-title xml:lang="pt"><![CDATA[Avaliação da consolidação do conhecimento da anatomia radicular por meio do uso da realidade aumentada por alunos do programa de pós-graduação em Endodontia da UNITEC]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Andrade Mosqueda]]></surname>
<given-names><![CDATA[Carlos Fidelmar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Tecnológica de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>11</volume>
<numero>21</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672020000200147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672020000200147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672020000200147&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los esquemas educativos actuales cada vez se centran más en modelos basados en competencias y en el aprovechamiento de los recursos tecnológicos. Estos elementos propician que los roles de los alumnos, profesores y autoridades educativas vayan cambiando y adaptándose en beneficio de un mejor proceso de enseñanza y aprendizaje. Por ello, es importante investigar si los diseños instruccionales basados en los nuevos paradigmas educativos son funcionales en la enseñanza de las diversas asignaturas del área odontológica. Con la participación de 10 residentes del posgrado de Endodoncia de la Universidad Tecnológica de México, campus Cuitláhuac, se realizó un estudio cuasiexperimental, en donde se creó un rotafolio tipo libro acerca de la anatomía radicular. Por medio de investigación bibliográfica, los residentes recopilaron información e imágenes acerca del tema y posteriormente, con el uso de plastilina profesional, crearon modelos anatómicos 3D que se transformaron en imágenes digitales por medio de un software; a continuación, esas imágenes se utilizaron para diseñar y crear el rotafolio de realidad aumentada. Para evaluar la consolidación de conocimientos se utilizó una evaluación diagnóstica Knwoledge and Prior Study Inventory (KPSI) antes de la actividad, y una evaluación sumativa al terminar su implementación. La prueba diagnóstica mostró que 60 % de los residentes iniciaron el posgrado con una categoría de conocimiento no consolidado. Después de implementar el diseño didáctico del rotafolio de realidad aumentada, creado por los alumnos con la guía y apoyo del docente, se observó que 90 % de los residentes alcanzó en su evaluación la categoría de conocimiento consolidado; finalmente, se aplicó la prueba estadística de chi cuadrado (X2) para determinar si existía relación entre las variables analizadas. El resultado de la prueba arrojó que la implementación del rotafolio de realidad aumentada impactaba en la consolidación del conocimiento de la anatomía radicular. En conclusión, los resultados obtenidos mostraron que incorporar los nuevos modelos educativos basados en competencias y nuevas tecnologías es favorable para la consolidación de conocimientos y aprendizajes instrumentales y procedimentales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Current educational schemes increasingly focus on operational models in competencies and in the use of technological resources. These elements are conducive for the roles of students, teachers and educational authorities to change and adapt to benefit a better teaching-learning process. It is therefore important to investigate whether the instructional designs detected in the new educational paradigms are functional in teaching the various subjects in the dental area. With the participation of 10 residents of the Endodontic Postgraduate Course at the Technological University of Mexico Campus Marina-Cuitlahuac, a quasi-experimental study was carried out, a book-type Flipchart was created about root anatomy. Through bibliographic research the residents collected images and information about the topic, later with the use of professional clay they created 3D anatomical models that are transformed into digital images through software, then these images will be used to power and create the Flipchart of augmented reality. To evaluate the consolidation of knowledge a diagnostic evaluation (KPSI model) was used before the activity and a summative evaluation at the end of its implementation. The diagnostic test showed that 60% of the residents started postgraduate studies with an unconsolidated knowledge category. After implementing the didactic design of the augmented reality flip chart, created by the students with the guidance and support of the teacher, it was observed that 90% of the residents reached the category of consolidated knowledge in their evaluation. Finally, the Chi-square statistical test (X2) was applied to determine if there was a relationship between the variables analyzed, the result of the test showed that the implementation of the augmented reality flipchart had an impact on the consolidation of knowledge of root anatomy. In conclusion, the results obtained in this study showed that incorporates the new educational models, based in competencies and new technologies, in the teaching-learning process of dental anatomy is favorable for the consolidation of instrumental and procedural knowledge and learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Os esquemas educacionais atuais estão cada vez mais focados em modelos baseados em competências e no uso de recursos tecnológicos. Esses elementos permitem que os papéis dos alunos, professores e autoridades educacionais mudem e se adaptem para beneficiar um melhor processo de ensino e aprendizagem. Por esse motivo, é importante investigar se os desenhos instrucionais baseados nos novos paradigmas educacionais são funcionais no ensino das diversas disciplinas da área odontológica. Com a participação de 10 residentes do curso de pós-graduação em Endodontia da Universidade Tecnológica do México, campus Cuitláhuac, foi realizado um estudo quase experimental, onde foi elaborado um flip chart do tipo livro sobre anatomia radicular. Por meio de pesquisa bibliográfica, os residentes compilaram informações e imagens sobre o assunto e posteriormente, com o uso de plasticina profissional, criaram modelos anatômicos 3D que foram transformados em imagens digitais por meio de um software; Essas imagens foram então usadas para projetar e criar o flip chart de realidade aumentada. Para avaliar a consolidação do conhecimento, foi utilizada uma avaliação diagnóstica Knwoledge and Prior Study Inventory (KPSI) antes da atividade, e uma avaliação somativa ao final de sua implantação. O teste diagnóstico mostrou que 60% dos residentes iniciaram a pós-graduação com uma categoria de conhecimento não consolidado. Após a implementação do desenho didático do flipchart de realidade aumentada, elaborado pelos alunos com orientação e apoio do professor, observou-se que 90% dos residentes alcançaram a categoria de conhecimento consolidado em sua avaliação; por fim, aplicou-se o teste estatístico qui quadrado (X2) para verificar se havia relação entre as variáveis &#8203;&#8203;analisadas. O resultado do teste mostrou que a implementação do flipchart de realidade aumentada impactou na consolidação do conhecimento da anatomia radicular. Em conclusão, os resultados obtidos mostraram que a incorporação dos novos modelos educacionais baseados em competências e novas tecnologias é favorável para a consolidação de conhecimentos e aprendizagem instrumental e procedimental.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizajes]]></kwd>
<kwd lng="es"><![CDATA[diseño didáctico]]></kwd>
<kwd lng="es"><![CDATA[rotafolio]]></kwd>
<kwd lng="es"><![CDATA[tecnología educativa]]></kwd>
<kwd lng="es"><![CDATA[tratamiento de conductos]]></kwd>
<kwd lng="en"><![CDATA[Learnings]]></kwd>
<kwd lng="en"><![CDATA[Didactic design]]></kwd>
<kwd lng="en"><![CDATA[Flipchart]]></kwd>
<kwd lng="en"><![CDATA[Educative technology]]></kwd>
<kwd lng="en"><![CDATA[Root canal treatment]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[design didático]]></kwd>
<kwd lng="pt"><![CDATA[flip chart]]></kwd>
<kwd lng="pt"><![CDATA[tecnologia educacional]]></kwd>
<kwd lng="pt"><![CDATA[tratamento de canal radicular]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ausubel]]></surname>
<given-names><![CDATA[D. P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Psicología educativa: un punto de vista cognoscitivo]]></source>
<year>1983</year>
<edition>2</edition>
<publisher-loc><![CDATA[Ciudad de México, México ]]></publisher-loc>
<publisher-name><![CDATA[Trillas]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bers]]></surname>
<given-names><![CDATA[M. U.]]></given-names>
</name>
<name>
<surname><![CDATA[Strawhacker]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Vizner]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The design of early childhood makerspaces to support positive technological development: Two case studies]]></article-title>
<source><![CDATA[Library of Hi Tech]]></source>
<year>2018</year>
<volume>36</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>75-96</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cohen]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Hargreaves]]></surname>
<given-names><![CDATA[K. M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Vías de la pulpa]]></source>
<year>2016</year>
<edition>10</edition>
<publisher-loc><![CDATA[Madrid, España ]]></publisher-loc>
<publisher-name><![CDATA[Elsevier Mosby]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cubero]]></surname>
<given-names><![CDATA[P. R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Perspectivas constructivistas. La intersección entre el significado, la interacción y el discurso]]></source>
<year>2005</year>
<publisher-loc><![CDATA[Barcelona, España ]]></publisher-loc>
<publisher-name><![CDATA[GRAO]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Díaz-Barriga]]></surname>
<given-names><![CDATA[A. F.]]></given-names>
</name>
<name>
<surname><![CDATA[Hernández]]></surname>
<given-names><![CDATA[R. G.]]></given-names>
</name>
</person-group>
<source><![CDATA[Estrategias docentes para un aprendizaje significativo]]></source>
<year>2010</year>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fabregat]]></surname>
<given-names><![CDATA[G. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Combinando la realidad aumentada con las plataformas de e-elearning adaptativas]]></article-title>
<source><![CDATA[Enl@ce Revista Venezolana de Información, Tecnología y Conocimiento]]></source>
<year>2012</year>
<volume>9</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>69-78</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Good]]></surname>
<given-names><![CDATA[L. T.]]></given-names>
</name>
<name>
<surname><![CDATA[Brophy]]></surname>
<given-names><![CDATA[J. E.]]></given-names>
</name>
</person-group>
<source><![CDATA[Educational psychology: A realistic approach]]></source>
<year>1990</year>
<edition>4</edition>
<publisher-loc><![CDATA[Nueva York, Estados Unidos ]]></publisher-loc>
<publisher-name><![CDATA[Longman]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ingle]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Rotstein]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<source><![CDATA[Ingle's endodontics]]></source>
<year>2019</year>
<edition>7</edition>
<publisher-loc><![CDATA[North Carolinem ]]></publisher-loc>
<publisher-name><![CDATA[Estados Unidos:BC PMPH]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Johnson]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Becker]]></surname>
<given-names><![CDATA[S. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Estrada]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Freeman]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[NMC Horizon Report: 2015 Library Edition]]></source>
<year>2015</year>
<publisher-loc><![CDATA[Austin,Texas ]]></publisher-loc>
<publisher-name><![CDATA[The New Media Consortium]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Papert]]></surname>
<given-names><![CDATA[S. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Desafío de la mente]]></source>
<year>1987</year>
<publisher-loc><![CDATA[Buenos Aires, Argentina ]]></publisher-loc>
<publisher-name><![CDATA[Ediciones Galápago]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Papert]]></surname>
<given-names><![CDATA[S. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Logo Philosophy and Implementation]]></source>
<year>1999</year>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Peñalosa]]></surname>
<given-names><![CDATA[E. C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Estrategias docentes con tecnologías: guía práctica]]></source>
<year>2013</year>
<publisher-loc><![CDATA[Ciudad de México, México ]]></publisher-loc>
<publisher-name><![CDATA[Editorial Pearson]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Piaget]]></surname>
<given-names><![CDATA[I. J.]]></given-names>
</name>
</person-group>
<source><![CDATA[A dónde va la educación]]></source>
<year>1974</year>
<publisher-loc><![CDATA[Barcelona, España ]]></publisher-loc>
<publisher-name><![CDATA[Ariel]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schmidt]]></surname>
<given-names><![CDATA[S. M. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Ralph]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The flipped classroom: a twist on teaching]]></article-title>
<source><![CDATA[Contemporary Issues in Education Research (Online)]]></source>
<year>2016</year>
<volume>9</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>16</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tamir]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Lunetta]]></surname>
<given-names><![CDATA[V. N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[An analysis of laboratory activities in the BSCS]]></article-title>
<source><![CDATA[The American Biology Teacher]]></source>
<year>1978</year>
<volume>40</volume>
<page-range>426-8</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tekedere]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Göker]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Examining the effectiveness of augmented reality applications in education: A meta-analysis]]></article-title>
<source><![CDATA[International Journal of Environmental and Science Education]]></source>
<year>2016</year>
<volume>11</volume>
<numero>16</numero>
<issue>16</issue>
<page-range>9469-81</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
