Estrategias metodológicas para la enseñanza de la mecánica lagrangiana en estudiantes de la I.E.D San José Usme
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En este trabajo se presenta una estrategia que aborda la implementación de una serie de actividades y situaciones físicas que pueden ser trabajadas desde la mecánica newtoniana, como desde la mecánica lagrangiana. El objetivo es articular una metodología alterna a la tradicional, en donde se estudia la mecánica clásica (mecánica de Newton y mecánica de Lagrange). Todo esto, se desarrolla de manera paralela, a fin de proponer nuevas alternativas al momento de trabajar problemas que usualmente se abordan sólo desde la mecánica newtoniana en los cursos de cinemática y dinámica, los cuales son orientados por los planes de estudio, mallas curriculares y libros de texto disponibles en las instituciones educativas.
Teniendo en cuenta lo anterior, esta investigación propone y ejecuta un ejercicio de investigación colectiva, donde se recrea un espacio para la construcción del conocimiento escolar mediante un proceso que desde el primer momento parte de las ideas y las observaciones de los estudiantes, y que, en conjunto con el docente, son direccionadas hacia conocimientos más profundos y complejos acerca de la mecánica clásica. En un segundo momento, se realizan actividades participativas, donde se propone un plan de ejecución en conjunto con unas estrategias de investigación e instrumentos de acción en torno a lo observado, permitiendo el análisis de las situaciones y experiencias vividas a lo largo de estas nuevas estrategias.
This work presents a strategy that addresses the implementation of a series of activities and physical situations that can be worked from the Newtonian mechanics, as from the Lagrangiana mechanics. The objective is to articulate an alternative methodology to the traditional one, where classical mechanics (Newton mechanics and Lagrange mechanics) are studied. All this is developed in parallel, in order to propose new alternatives when working on problems that are usually addressed only from Newtonian mechanics in kinematics and dynamics courses, which are guided by curricula, curricular meshes and textbooks available in educational institutions. Considering the previous, this research proposes and executes a collective research exercise, where a space for the construction of school knowledge is recreated through a process that from the first moment starts from the ideas and observations of the students, and that, together with the teacher, they are directed towards deeper and more complex knowledge about classical mechanics. In a second moment, participatory activities are carried out, where an execution plan is proposed in conjunction with some research strategies and instruments of action around the observed, allowing the analysis of the situations and experiences lived along these new strategies.
This work presents a strategy that addresses the implementation of a series of activities and physical situations that can be worked from the Newtonian mechanics, as from the Lagrangiana mechanics. The objective is to articulate an alternative methodology to the traditional one, where classical mechanics (Newton mechanics and Lagrange mechanics) are studied. All this is developed in parallel, in order to propose new alternatives when working on problems that are usually addressed only from Newtonian mechanics in kinematics and dynamics courses, which are guided by curricula, curricular meshes and textbooks available in educational institutions. Considering the previous, this research proposes and executes a collective research exercise, where a space for the construction of school knowledge is recreated through a process that from the first moment starts from the ideas and observations of the students, and that, together with the teacher, they are directed towards deeper and more complex knowledge about classical mechanics. In a second moment, participatory activities are carried out, where an execution plan is proposed in conjunction with some research strategies and instruments of action around the observed, allowing the analysis of the situations and experiences lived along these new strategies.