Construcción de una secuencia didáctica para la enseñanza del concepto de fuerza desde un enfoque cualitativo para estudiantes de primeros semestres de ingeniería
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Cruz Garzón, Raúl Eduardo
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El siguiente trabajo presenta el diseño e implementación de una secuencia didáctica para la enseñanza del concepto de fuerza desde un enfoque cualitativo dirígido a estudiantes de primeros semestres de ingeniería, el trabajo tiene la intención de enriquecer el desempeño académico y acercar a la interpretación del concepto de fuerza y las leyes de Newton a los estudiantes de la asignatura de física mecánica de la Corporación Universitaria Minuto de Dios sede Zipaquirá. La secuencia propuesta introduce el concepto de fuerza como elemento central de la teoría del movimiento de Newton a través de experiencias y experimentos demostrativos, videos y applets llevados al aula. Esta consta de seis sesiones en las cuales se abordan el concepto de fuerza desde una perspectiva histórica desde las primera civilizaciones hasta Galileo Galilei, posteriormente se abordan las tres leyes del movimiento de Newton, algunos tipos de fuerzas como las fuerzas de fricción y la normal, también la fuerza de gravedad entre otras. La propuesta se implementó con dos grupos de primeros semestres de ingeniería, el grupo uno es de la jornada diurna con 17 estudiantes y el grupo dos es de la jornada nocturna con 12 estudiantes. Se aplica un test al inicio y el mismo test al final de la implementación de la secuencia, se realiza un análisis estadístico a los resultados los cuales arrojan una diferencia y mejora significativa entre el inicio y el final de cada grupo, también se evidencia el mismo progreso entre los dos grupos. Además se evidencia por parte de los estudiantes una mejora en la motivación hacia las temáticas abordadas.
Abstract: The present study shows the design and implementation of a didactic sequence to teach the force concept from a qualitative approach for first year engineering students. The sequence aims to enhance students’ performance and comprehension of the concepts of force and Newton laws. The specific target population was students of the course Mechanics at the Corporación Universitaria Minuto de Dios in Zipaquirá (Colombia). The sequence introduces the concept of Force as the central element of the Newton’s laws of motion. Through didactic tools such as experiments, experiences, videos and applets, the sequence comprises six stages in which the concept of force is covered, starting from a historical perspective from the earliest civilizations until Galileo Galilei, followed by the three Newton’s laws of motion and finishing with some kinds of forces, like friction and normal forces, plus weight. The proposal was implemented with two groups of first year engineering students: one with a daytime schedule, with 17 students, and another with a nighttime schedule, with 12 students, in a pre-experimental design with pre- and postext. The statistical analysis of the results shows a meaningful improvement in student’s performance, despite that scores are not high, and it does not find meaningful statistical differences between the groups. A qualitative analysis also shows an improvement in students’ motivation to the subject and suggests that more time should be assign to implement the didactic sequence. The work constitutes a first approach to implementing the teaching of the force concept from a qualitative point of view at undergraduate level.
Abstract: The present study shows the design and implementation of a didactic sequence to teach the force concept from a qualitative approach for first year engineering students. The sequence aims to enhance students’ performance and comprehension of the concepts of force and Newton laws. The specific target population was students of the course Mechanics at the Corporación Universitaria Minuto de Dios in Zipaquirá (Colombia). The sequence introduces the concept of Force as the central element of the Newton’s laws of motion. Through didactic tools such as experiments, experiences, videos and applets, the sequence comprises six stages in which the concept of force is covered, starting from a historical perspective from the earliest civilizations until Galileo Galilei, followed by the three Newton’s laws of motion and finishing with some kinds of forces, like friction and normal forces, plus weight. The proposal was implemented with two groups of first year engineering students: one with a daytime schedule, with 17 students, and another with a nighttime schedule, with 12 students, in a pre-experimental design with pre- and postext. The statistical analysis of the results shows a meaningful improvement in student’s performance, despite that scores are not high, and it does not find meaningful statistical differences between the groups. A qualitative analysis also shows an improvement in students’ motivation to the subject and suggests that more time should be assign to implement the didactic sequence. The work constitutes a first approach to implementing the teaching of the force concept from a qualitative point of view at undergraduate level.