Listar por autor "Gamboa, A A"

To teach the subject of physics in the classroom it is required that the teacher has and plans to carry a didactic strategy with him. Within this context is the methodology called Active physics learning, which is a ...

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 ...

Gains in active learning of physics: a measurement applying the test of understanding graphs of kinematics
...
Hernández, C A | 2021-06-11

To teach the subject of physics in the classroom it is required that the teacher has and plans to carry a didactic strategy with him. Within this context is the methodology called Active physics learning, which is a strategy within the classroom and in the laboratory, as it allows the student to learn physics without depending on a textbook or the teacher who guides the course. The test of understanding graphs of kinematics assesses students' comprehension of kinematics. We report the application of an active learning experience for the conceptual learning of kinematics of students taking the subject of physics in an elementary and middle school. The study is quasi-experimental with a single group of 29 students using a pretest-interventionposttest design. With the results of the pretest and posttest the Hake learning gain index was estimated and showed evidence of the implementation of active learning in the conceptual evolution of students in kinematic concepts and their representation by means of graphs. This becomes a precedent for the improvement of pedagogical practice in favor of quality education.

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Teaching physics through the implementation of a didactic strategy for the integration of knowledge in secondary school students
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Prada Nuñez, Raul | 2021-05-21

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.

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Listar por autor "Gamboa, A A"

Gains in active learning of physics: a measurement applying the test of understanding graphs of kinematics

Teaching physics through the implementation of a didactic strategy for the integration of knowledge in secondary school students

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Gains in active learning of physics: a measurement applying the test of understanding graphs of kinematics

Teaching physics through the implementation of a didactic strategy for the integration of knowledge in secondary school students

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Listar por autor "Gamboa, A A"

Gains in active learning of physics: a measurement applying the test of understanding graphs of kinematics ﻿

Teaching physics through the implementation of a didactic strategy for the integration of knowledge in secondary school students ﻿

Envíos recientes

Gains in active learning of physics: a measurement applying the test of understanding graphs of kinematics

Teaching physics through the implementation of a didactic strategy for the integration of knowledge in secondary school students

Portales Institucionales

Gains in active learning of physics: a measurement applying the test of understanding graphs of kinematics

Teaching physics through the implementation of a didactic strategy for the integration of knowledge in secondary school students