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Impact of the inquiry based-science methodology on learning physics
dc.contributor.author | RODRIGUEZ BARRAGAN, HERNEY DARIO | |
dc.contributor.author | Avendaño Castro, William Rodrigo | |
dc.contributor.author | Gamboa Suárez, Audin Aloiso | |
dc.date.accessioned | 2021-11-02T15:30:53Z | |
dc.date.available | 2021-11-02T15:30:53Z | |
dc.date.issued | 2020-11-04 | |
dc.identifier.uri | http://repositorio.ufps.edu.co/handle/ufps/595 | |
dc.description.abstract | The stigmatization of natural sciences and mathematics as difficult, boring and non-practical subjects, starting at the secondary levels, has caused an increased disarticulation between the significant learning of physics and the student, this can be reflected in a less development of basic competences, an almost instinctive revulsion of a large number of students towards these subjects and poor results in the tests that are carried out. Reflecting on this situation, we apply the inquiry-based science education. The intervention was carried out in a private calendar B school in the town of Chía, Colombia; Latitude: 4.85, Longitude: -74.05 4° 51' 0''. The participants were 80 students, the instruments used to collect the information were: class observations, surveys, interviews, an entrance, an exit test and another after the exit test. Two specific inquiry based-science type activities were designed: laboratory practices and the manufacture of a device by the student. These two activities in turn had matrices with defined evaluation criteria to evaluate the impact of the intervention. The students found in the investigation, a much more conducive environment for their learning and in the end the proposal allowed to identify positive impacts of the inquiry based-science as well as not so desired results. | eng |
dc.format.extent | 8 Páginas | spa |
dc.format.mimetype | application/pdf | spa |
dc.language.iso | eng | spa |
dc.publisher | Journal of Physics: Conference Series | spa |
dc.relation.ispartof | Journal of Physics: Conference Series ISSN: 1742-6596, 2020 vol:1672 fasc: págs: 1 - 7, DOI:10.1088/1742-6596/1672/1/012016 | |
dc.rights | Esta obra está bajo una licencia Creative Commons Attribution 3.0 licence. | spa |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | spa |
dc.source | https://iopscience.iop.org/article/10.1088/1742-6596/1672/1/012016 | spa |
dc.title | Impact of the inquiry based-science methodology on learning physics | eng |
dc.type | Artículo de revista | spa |
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dc.identifier.doi | https://doi.org/10.1088/1742-6596/1672/1/012016 | |
dc.publisher.place | Reino Unido | spa |
dc.relation.citationedition | Vol. 1672 No.(2020) | spa |
dc.relation.citationendpage | 7 | spa |
dc.relation.citationissue | (2020) | spa |
dc.relation.citationstartpage | 1 | spa |
dc.relation.citationvolume | 1672 | spa |
dc.relation.cites | "Impact of the inquiry based-science methodology on learning physics", Journal of Physics: Conference Series, vol. 1672, p. 7, 2020. | |
dc.relation.cites | H D Rodríguez et al 2020 J. Phys.: Conf. Ser. 1672 012016 | |
dc.relation.ispartofjournal | Journal of Physics: Conference Series | spa |
dc.rights.accessrights | info:eu-repo/semantics/openAccess | spa |
dc.rights.creativecommons | Atribución 4.0 Internacional (CC BY 4.0) | spa |
dc.type.coar | http://purl.org/coar/resource_type/c_6501 | spa |
dc.type.content | Text | spa |
dc.type.driver | info:eu-repo/semantics/article | spa |
dc.type.redcol | http://purl.org/redcol/resource_type/ART | spa |
oaire.accessrights | http://purl.org/coar/access_right/c_abf2 | spa |
oaire.version | http://purl.org/coar/version/c_970fb48d4fbd8a85 | spa |
dc.type.version | info:eu-repo/semantics/publishedVersion | spa |