Browsing by Author "693540c7e25f5b5fd9aa66202efbf1a1"

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 ...

The teaching of physics should be supported by practical or laboratory activities that seek to develop the scientific competencies of the students who study physics, so it is necessary to propose innovative strategies, ...

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 ...

Active learning and knowledge in physics: a reading from classroom work
...
Prada Nuñez, Raul | 2021-05-22

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.

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Inquiry-based learning. Beliefs of trainee teachers in a physics course
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Pabón Galán, C A | 2022-01-05

The teaching of physics should be supported by practical or laboratory activities that seek to develop the scientific competencies of the students who study physics, so it is necessary to propose innovative strategies, such as research-based learning, in which students answer research questions through the analysis of data, which increases the interaction between the student and the physical concepts under investigation. Therefore, the objective of the study was to analyze the beliefs of teachers in natural science training at a public university in Colombia who take the subject of physics on research-based learning, to provide information on how to guide the use of innovative strategies. The study responds to a type of quantitative research with a descriptive approach and was based on a field design. On the other hand, the results reflect slightly positive beliefs of students in initial teacher training who study physics about researchbased learning as an innovative strategy, although it is recommended to expand the sample to generalize. Finally, the analysis reveals as a conclusion that the implementation of innovative methodologies such as inquiry-based learning for science teaching, especially physics, should be promoted and supported more effectively to foster motivation, skills development, and conceptual understanding. of the scientific contents.

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Training action for physics teachers: an application of problem-based learning
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Prada Núñez, Raul | 2022-01-05

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.

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Browsing by Author "693540c7e25f5b5fd9aa66202efbf1a1"

Active learning and knowledge in physics: a reading from classroom work

Inquiry-based learning. Beliefs of trainee teachers in a physics course

Training action for physics teachers: an application of problem-based learning

Envíos recientes

Active learning and knowledge in physics: a reading from classroom work

Inquiry-based learning. Beliefs of trainee teachers in a physics course

Training action for physics teachers: an application of problem-based learning

Portales Institucionales

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Browsing by Author "693540c7e25f5b5fd9aa66202efbf1a1"

Active learning and knowledge in physics: a reading from classroom work ﻿

Inquiry-based learning. Beliefs of trainee teachers in a physics course ﻿

Training action for physics teachers: an application of problem-based learning ﻿

Envíos recientes

Active learning and knowledge in physics: a reading from classroom work

Inquiry-based learning. Beliefs of trainee teachers in a physics course

Training action for physics teachers: an application of problem-based learning

Portales Institucionales

Active learning and knowledge in physics: a reading from classroom work

Inquiry-based learning. Beliefs of trainee teachers in a physics course

Training action for physics teachers: an application of problem-based learning