Unidad didáctica para la enseñanza del concepto de fuerza en resortes reales más allá de la Ley de Hooke
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El presente trabajo propone y aplica una unidad didáctica para la enseñanza del concepto de fuerza en resortes reales más allá de la Ley de Hooke. La propuesta se basa en el enfoque de enseñanza por aprendizaje significativo utilizando prácticas de laboratorio como estrategia didáctica, buscando la construcción del conocimiento de forma práctica. La propuesta se pone a prueba con estudiantes de la modalidad de mecanizado del grado décimo del Colegio Externado Nacional Camilo Torres en un diseño pre-experimental con pre-test y pos-test. Los resultados evidencian una mejora estadísticamente significativa en el desempeño, y, de forma cualitativa, un aumento notable en su conocimiento de todos aquellos elementos que para describir y predecir su comportamiento pasan por un riguroso estudio científico para poder ser utilizarlos como componentes de máquinas, en este caso particular, el estudio de un resorte. La propuesta constituye un aporte valioso en la enseñanza de la ciencia en la construcción del concepto de fuerza en resortes reales más allá de la Ley de Hooke.
Abstract: The present work proposes and applies a didactic unit for teaching the concept of force in real springs beyond Hooke's Law. The proposal is based on the approach of teaching by significant learning using laboratory practices as a didactic strategy, seekingthe construction of knowledge in a practical way. The proposal is put to the test with students of the modality of mechanized of the grade tenth of the Externado Nacional Camilo Torres’ Schoolin a pre-experimental design with pre-test and post-test. The results show a statistically significant improvement in the performance, and, qualitatively, a remarkable increase in their knowledge of all those elements that to describe and predict their behavior go through a rigorous scientific study to be able to be used as machine components, in this particular case, the study of a spring. The proposal constitutes a valuable contribution in the teaching of science in the construction of the concept of force in real springs beyond Hooke's Law.
Abstract: The present work proposes and applies a didactic unit for teaching the concept of force in real springs beyond Hooke's Law. The proposal is based on the approach of teaching by significant learning using laboratory practices as a didactic strategy, seekingthe construction of knowledge in a practical way. The proposal is put to the test with students of the modality of mechanized of the grade tenth of the Externado Nacional Camilo Torres’ Schoolin a pre-experimental design with pre-test and post-test. The results show a statistically significant improvement in the performance, and, qualitatively, a remarkable increase in their knowledge of all those elements that to describe and predict their behavior go through a rigorous scientific study to be able to be used as machine components, in this particular case, the study of a spring. The proposal constitutes a valuable contribution in the teaching of science in the construction of the concept of force in real springs beyond Hooke's Law.