Propuesta metodológica para la enseñanza del concepto de Fuerza desde la perspectiva de Newton
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Vallejo Márquez, Lucas
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Este trabajo presenta las contribuciones de una propuesta metodológica para la enseñanza de conceptos físicos, en especial el concepto de fuerza a través de guías de laboratorio, así como los fundamentos teóricos, todo esto enmarcado en el programa de Maestría en la Enseñanza de las Ciencias Exactas y Naturales, de la Universidad Nacional de Colombia. Éste tiene como objetivo principal proponer una estrategia metodológica, basada en la utilización de guías de laboratorio, que permita la formación de conceptos físicos, viendo esto reflejado en los resultados de las pruebas Saber, específicamente en las competencias del entorno físico.
Para llevar a cabo esta propuesta se consideraron aspectos propios de la teoría del aprendizaje por medio del conflicto cognitivo, el uso de material concreto y simulaciones para recrear fenómenos físicos.
Los estudiantes de la Institución Educativa Villa del Socorro que participaron en este proceso realizaron diferentes actividades académicas con guías de laboratorio y sus resultados son analizados a partir de instrumentos construidos para tal fin. Estos análisis permiten establecer conclusiones sobre esta propuesta, que se orientan hacia la implementación continua de las guías de laboratorio para la enseñanza de la física.
This research paper shows the contributions of a methodological proposal for teaching notions in physics through laboratory guidelines and theoretical principles, that is focused and framed in the Master of Arts in natural science teaching from Universidad Nacional de Colombia. This research document aims to foster a methodological strategy based on the use of laboratory guidelines that will enable to learn about physics notions by taking into account results from Pruebas Saber 11, specifically, the environmental knowledge competence. To achieve this research, the learning theory about cognitive conflict regards its own aspects, besides the use of specific material, draw on reenacting physical phenomena. All this process happened to students from Institucion Educativa Villa del Socorro that participated in this process where they performed during different activities using laboratory guidebooks and their results were analyzed from the instruments they built. These analyses allow to establish conclusions about this proposal that move towards the continuing implementation of the laboratory guidelines to teach physics.
This research paper shows the contributions of a methodological proposal for teaching notions in physics through laboratory guidelines and theoretical principles, that is focused and framed in the Master of Arts in natural science teaching from Universidad Nacional de Colombia. This research document aims to foster a methodological strategy based on the use of laboratory guidelines that will enable to learn about physics notions by taking into account results from Pruebas Saber 11, specifically, the environmental knowledge competence. To achieve this research, the learning theory about cognitive conflict regards its own aspects, besides the use of specific material, draw on reenacting physical phenomena. All this process happened to students from Institucion Educativa Villa del Socorro that participated in this process where they performed during different activities using laboratory guidebooks and their results were analyzed from the instruments they built. These analyses allow to establish conclusions about this proposal that move towards the continuing implementation of the laboratory guidelines to teach physics.