Diseño de una estrategia didáctica para la enseñanza de la inducción electromagnética
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Este trabajo es una propuesta de unidad como estrategia didáctica para la enseñanza de la inducción electromagnética a nivel de bachillerato. Las preguntas que orientaron este trabajo son ¿Cuáles son las dificultades en el aprendizaje de la inducción electromagnética? ¿Qué definiciones conceptuales son las aceptadas por la comunidad académica y a qué nivel se pueden llevar en la enseñanza de la inducción electromagnética en el bachillerato? ¿Qué elementos debe poseer una estrategia didáctica que pretenda fortalecer el aprendizaje de la inducción electromagnética a nivel de bachillerato? Para diseñar la unidad se estudiaron las definiciones de los conceptos que permiten explicar el fenómeno de inducción electromagnética, se hizo una revisión bibliográfica de otros estudios para encontrar las posibles dificultades de los estudiantes cuando abordan el fenómeno. También se estudiaron las características del aprendizaje activo y los elementos epistemológicos claves que pueden facilitar el aprendizaje del tema considerado. Se encontró que los estudiantes universitarios y licenciados en física presentan dificultades en la explicación del fenómeno de inducción electromagnética y en la solución de problemas donde se necesita claridad conceptual. La implementación de la unidad en un grupo de estudiantes de bachillerato mostró que no conocían el fenómeno de inducción electromagnética, las ideas previas relacionadas con los conceptos básicos del electromagnetismo eran escasas. Después de la implementación se logró que la mayoría de las estudiantes explicaran la inducción electromagnética, utilizaran los resultados experimentales para resolver preguntas conceptuales, reconocieran los conceptos involucrados. Además que comprendieran la importancia de la inducción electromagnética en la vida cotidiana. Ya que un grupo pequeño de estudiantes no logro una adecuada comprensión, se reforzó la unidad con una lectura sobre la fuerza electromagnética y una práctica sobre el funcionamiento del transformador eléctrico.
Abstract. This work is a proposal for unity as a teaching strategy for teaching electromagnetic induction at undergraduate level. The questions that guided this study are: What are the learning difficulties of electromagnetic induction? What conceptual definitions are accepted by the academic community and at what level can be carried in teaching of electromagnetic induction in high school? What elements must have a teaching strategy that seeks to improve the learning of electromagnetic induction in the undergraduate level?. To design the unit, definitions of the concepts that explain the phenomenon of electromagnetic induction will be used from a literature review of other studies identify the potential difficulties of students dealing with the phenomenon. We also studied the characteristics of active learning and key epistemological elements that can facilitate learning the subject under consideration. It was found that undergraduate and graduate students in physics have difficulties in explaining the phenomenon of electromagnetic induction and problem solving where conceptual clarity is needed. The implementation of the unit in a group of high school students showed that they knew the phenomenon of electromagnetic induction, the previous ideas related to the basic concepts of electromagnetism were scarce. After implementation was achieved that most students explain electromagnetic induction, the experimental results used to solve conceptual questions, recognize the concepts involved. Also to understand the importance of electromagnetic induction in everyday life. Since a small group of students not achieving an adequate understanding is reinforced with a reading unit on the electromagnetic force and a practice on the operation of electrical transformer.
Abstract. This work is a proposal for unity as a teaching strategy for teaching electromagnetic induction at undergraduate level. The questions that guided this study are: What are the learning difficulties of electromagnetic induction? What conceptual definitions are accepted by the academic community and at what level can be carried in teaching of electromagnetic induction in high school? What elements must have a teaching strategy that seeks to improve the learning of electromagnetic induction in the undergraduate level?. To design the unit, definitions of the concepts that explain the phenomenon of electromagnetic induction will be used from a literature review of other studies identify the potential difficulties of students dealing with the phenomenon. We also studied the characteristics of active learning and key epistemological elements that can facilitate learning the subject under consideration. It was found that undergraduate and graduate students in physics have difficulties in explaining the phenomenon of electromagnetic induction and problem solving where conceptual clarity is needed. The implementation of the unit in a group of high school students showed that they knew the phenomenon of electromagnetic induction, the previous ideas related to the basic concepts of electromagnetism were scarce. After implementation was achieved that most students explain electromagnetic induction, the experimental results used to solve conceptual questions, recognize the concepts involved. Also to understand the importance of electromagnetic induction in everyday life. Since a small group of students not achieving an adequate understanding is reinforced with a reading unit on the electromagnetic force and a practice on the operation of electrical transformer.