Abstract
The teaching of problem-based learning is a didactic approach that requires a radical change in the role of the physics teacher because it is focused on learning, research, and reflection ...that students follow to reach a solution to a problem situation as a starting point for the acquisition and integration of knowledge in science. The results of a training action for physics teachers on the implementation, their perceptions, and perspectives on the feasibility of the problem-based Learning approach are presented. The study is quasi-experimental in nature with pre-test and post-test in the study variables. The results suggest that the teachers’ perceptions are positive, which is why they consider that its implementation in teaching is viable, however, they need more elements that facilitate their execution in the classroom, such as understanding the theoretical foundations and their pedagogical use successful in the classroom. It is concluded that, for the physics teaching process, problem-based learning is an innovation because it allows the student to learn actively, in which inquiry is relevant for the development of skills and appropriation of knowledge, which in the framework of natural sciences leads to the reconstruction of the scientific method.
Abstract
The Force Concepts Inventory is a test to determine the level of conceptual knowledge of students about mechanical physics and to evaluate the effectiveness of different teaching strategies ...on the conceptual component of learning. The test is applied with the purpose of knowing the level of conceptualization of the students of a Physics subject course. The results of the pre-test made it possible to find out the level of conceptualization that the students possessed and provided information for the development of workshops based on real physical situations that required the elaboration of force diagrams. The results of the post-test allowed estimating Hake’s learning and showed evidence about the conceptual evolution of the students and information to develop future teaching activities on Newton’s laws.
Abstract
The Alamillo’s bridge by Santiago Calatrava was studied, who develops projects and structures with morphological, sculptural, and conceptual aspects associated with physics and contemporary ...architecture, through experimentation with forms of nature, the movement of the human body and, materials such as steel and reinforced concrete. The methodological framework corresponded to a documentary study that determined the importance of the bridge from its historical context as part of the infrastructure of the 1992 Universal Exposition in Seville, as well as the analysis of the physical concepts used in its design and construction; and, a quantitative-descriptive study applied to the seventh semester students of the Architecture program of the Universidad Francisco de Paula Santander, Colombia, which determined their level of recognition of the physical concepts of this project. As a finding, it is highlighted that this bridge applied physical concepts such as: aerodynamics, torsion, compression, tension, traction, and gravitation, in compliance with its formal-aesthetic design criteria, and those students recognize the physical concepts, design and technical characteristics-formal, typical of the project. Likewise, it was determined that this urban landmark represents a comprehensive solution that solves the structure and form through solutions associated with the field of engineering, architecture, and physics.
Abstract
This article studied the impact and application of physical concepts in the design and construction of the Eiffel Tower in Paris, an architectural reference that implemented physical ...concepts in its structural design. A documentary methodological framework was used to establish the importance of the Eiffel Tower in the universal exposition of Paris in 1989 and, to carry out the structural analysis of the work; a quantitative-descriptive approach was used for the recognition of the basic concepts of physics from architecture according to gender, through a survey as a research instrument developed under non-probability and convenience sampling, which was applied to students of Architecture of the Universidad Francisco de Paula Santander, Colombia, in order to determine the knowledge of basic physics by students. The results of this research showed that the Eiffel Tower represents a milestone in architecture where physical concepts such as tension, compression, traction, aerodynamics, and torque were applied. Finally, it was evidenced that the students who participated in this study recognize the importance of applying the basic concepts of physics in architecture; fact by which it is recommended to encourage the study of physics, to strengthen the technological component of Architecture.
Abstract
This article analyzed the formal, functional, and structural aspects of the Museum of Contemporary Art Niterói in Brazil, by identifying the criteria associated with architecture and ...physics; this is to establish the importance of the analysis of the architectural project to obtain the basic skills of the architect. A mixed methodological framework was used, the quantitative phase was developed from a questionnaire under a non-probabilistic sample allowed to recognize the formal, structural, and functional aspects of the work under study, the qualitative phase used an interview that established the value represented by the recognition of the application of physics in architecture. As a relevant finding, it is highlighted a basic understanding of the physical elements applied to architecture, specifically in the case of Museum of Contemporary Art Niterói, Brazil, and that they recognize the importance of the analysis of architectural works as a pedagogical tool that favors obtaining the basic skills of the architect.
The work presents a didactic proposal on the use of concept maps, for the understanding of mechanical physics. A didactic intervention based on Ausubel's theory was applied with the following ...activities: design, implementation and application of workshops based on real physical situations, where the elaboration of concept maps is the central axis, under the quantitative paradigm of interpretative level and action research method. The informants were 43 tenth grade students from a public educational institution located in the Department of Norte de Santander, Colombia. The results obtained showed that the use of concept maps as a didactic intervention favoured the significant learning of classical mechanics concepts. It was evident that the participating students achieved reflective analysis about the resolution of problems about the concepts of mechanics.
Abstract
The objective was to evaluate the implementation of the knowledge integration model in high school students studying physics in a public educational institution in the city of San José de ...Cúcuta, Colombia. A quasi-experimental model was applied. An intervention was implemented as a didactic strategy for the integration of knowledge based on the Pragmatic Pedagogical Principles, its operative criteria, and activities. Conceptual progress is reported by means of Hake’s normalized factor or gain, which was modified to the rating scales, and the results of partial exams are considered, implementing a continuous and formative evaluation system. The results were compared between the experimental and control groups. It was found that the experimental group showed better academic achievement and performance than the control group. This suggests that the results generated a continuous learning progress thanks to the application of the operative judgments of the corresponding principles.
Abstract
This research article shows the findings of a study that sought to demonstrate the results of a methodological intervention implemented in classes of an eleventh-grade course in the area of ...Physics, in a public school in the city of San José de Cúcuta, Colombia. The intervention consisted of applying some active learning strategies accompanied by methodological tools such as collaborative work in order to measure the impact of the intervention on the level of disciplinary knowledge of students with a pre-test and post-test. The results show a significant increase with a value of 0.49 at the end of the intervention, which suggests that the subjects participating in the study improved their level of conceptual appropriation in physics after the application of active learning strategies.
In the process of teaching and training students and new professionals, constructive actions and didactic spaces must be open where the teacher encourages the integral growth of their students, ...strengthening different technical/academic aspects and personal skills.
With a good orientation and implementation of appropriate pedagogical practices, the teacher will have the ability to teach and create spaces to socialize, discuss and reflect about experiences that generate, not only the construction of new knowledge, but also the strengthening of principles and qualities in students, such as responsibility, honesty, equity, respect and the ability to reason to solve problems and conflicts. All this promotes the formation of human capital capable of confronting and solving different aspects and challenges that may be encountered in their training process and professional development.
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This report has aimed to analyze students 'perceptions of pedagogical practice in teachers' mathematical processes and analyze the link with their academic performance. The methodology used is ...quantitative, articulated with two study analyses, descriptive and correlational, under a non-experimental, correlational-causal cross-sectional design, since it seeks to explain the relationship between the variables. The technique used for data collection was a structured questionnaire, of 47 questions of the Likert Scale type, which was applied to 103 students of the basic education level, belonging to an educational institution located in the "Departamento del Norte de Santander, Colombia", selected by non-probabilistic sampling This instrument was subjected to the respective analyses that determined its validity and reliability. For the academic performance the average of the accumulated grades obtained at the end of the third academic period, year 2019, was used. The results show that the pedagogical practices on the mathematical processes implemented by the teachers, from the perspective of the students, are a factor in the academic performance of that area.
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