Envíos recientes

Grupo de Investigación en educación en ciencia, tecnología,ingeniería matemáticas y arte -GIESTEMA

|

Didactic Engineering as a research method in physics teaching

Avendaño Castro, William Rodrigo | 2021-08-26

Several mathematical concepts have application in physics; this paper reports the results of a pedagogical investigation based on the methodology known as didactic engineering, which has been proposed with the aim of improving the skills exhibited by a group of eleventh grade students from a private institution in the interpretation of kinematic graphs. The concept of the slope of the straight line and how this mathematical concept can represent velocity or acceleration according to the variables considered in the kinematics graph provided was enhanced in the pedagogical intervention. This methodology offers a process of internal validation, after comparing the results obtained in a knowledge test at two different points in time (pre-test and post-test). The results allowed us to identify improvements in all students in terms of basic kinematics graph interpretation skills, and a group of students stood out by advancing in more complex reasoning and interpretation processes. These results contribute to the improvement of the pedagogical practices of Physics teachers at secondary and middle school levels, making them more competent when they enter higher education.

Mathematical Modelling As A Tool To Understand Everyday Situations

Prada Núñez, Raúl | 2022-11-09

This research reports the effects derived from the application of mathematical modelling in classroom work within the development of mathematics classes, which allowed the resignification of the concept of linear function, making use of various semiotic registers of representation applied to a wide range of everyday situations. The fieldwork was based on the application of a didactic sequence to two groups of ninth grade students from a public educational institution located in the capital city of northeastern Colombia. The students were expected to build a mathematical model that would fit the data provided framed in the situations in context in order to contribute to the re-signification of mathematical knowledge. The results show that the practice of modelling favours the motivation of students in relation to mathematical knowledge, giving it meaning and significance when confronted with real situations.

Formative Meaning Of Teaching Practice

Freire Tigreros, María Eufemia | 2022-11-09

The perception that four teachers and one hundred students have of their teaching practices with theoretical support was explored, which served as a basis for discussion, of the incidence of teacher training on the educational task, from a qualitative research, inductive method, descriptive-interpretative approach. To address subjective aspects about before, during and afterthe practice, a non-participant observation guide and a student questionnaire were used as instruments. The results allowed recovering the contributions in two constructs: the theoretical meaning and the formative meaning. Here we present the analysis of the formative meaning that contemplates the subcategories of New Forms of Pedagogical Relationship (NFRP) articulated to critical dialogicity and Collaborative Work (CT) and derived from it, the importance of enhancing the formative nature of research.

Education And Prevention: Strategies To Prevent Adolescent Suicide

Gómez, Guillermo | 2023-05-01

Gatekeepers Training (GKT) is one of the most widely used and disseminated programs worldwide to train personnel in suicide prevention. The purpose of the program is to acquire the necessary skills and competencies to detect psychoemotional and mental health problems that could lead to self-destructive behaviors. In this research work, the level of risk related to suicide was evaluated by means of the ISO-30 psychometric test in high school students, then the effectiveness of a gatekeeper training program applied in the Tepatitlan Regional Preparatory School (TRPS) andsome of its modules was evaluated. The results of the ISO-30 psychometry showed that 64.5% of the students evaluated have a high-riskfactor for suicide related to the inability to cope with emotions. In addition to the above, a statistically significant difference was found (Mann-Whitney U Statistics = 4322.000; p0.001) in the level of competence of the participants in relation to a pre-training evaluation.It is important to note that the effect of the difference found is strong (Rosenthal’sr=0.67) so it is concluded that the GKT drastically improved the skills and competencies of the participants.

Physics learning based on the use of concept maps

Pabón-Galán, C A | 2021-11-18

Concept maps are graphic learning tools that allow teachers and students to organize, represent knowledge, and visualize the relationships between concepts to promote understanding of physics. This study describes an innovative experience based on the development of concept maps with the aim of analyzing the perception of students in a teacher training program in natural sciences and environmental education at a public university in Colombia. The research subjects were 24 students studying basic physics who used concept maps for learning, and the data were analyzed quantitatively using a non-experimental design. The results show that the trainee teachers learned to elaborate concept maps, valuing very positively their educational applications to improve learning. It is concluded that concept mapping can be used to increase students' understanding and motivation which should help to improve their academic performance.

Education, innovation, entrepreneurship, growth and development in Latin America

Rincón Soto, Idana Beroska | 2022-07-01

The importance of education to promote the processes inherent to innovation and entrepreneurship is currently of vital importance in professional training, which in turn links the impact it has on macroeconomic variables such as economic growth and development of an economy. In this sense, the general objective of the research is to explain the influence of education on variables such as innovation, entrepreneurship and its impact on growth and development, in this particular, in Latin American countries. From the methodological point of view, a documentary review is made regarding future projections within the framework of these variables, and a statistical analysis of cases such as America, Europe and Asia, in order to integrate the different experiences and models, taking as reference the results that in praxis are currently consonant with each one in particular. Finally, the importance of framing in education the congruence and pragmatic coherence of the objectives of public policies in terms of innovation, research, science and technology is concluded, which in turn promotes the multiplier effect in synergy with the private business sector, promoting between both variables such as growth, poverty and development.

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.

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

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.

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.

Digital portfolio: A tool for learning physics

Espinel Rubio, Gladys Adriana | 2021-11-01

The digital portfolio is a student-student, student-teacher interaction tool where formative assessment plays an important role in the learning of physics, with which the progress of students is monitored, the entire training process is evaluated and supported of the student, according to the planning and contents of the physics course. Therefore, this article describes the use of the digital portfolio as a tool for learning in students of a teacher training program in natural sciences and environmental education at a public university in Colombia. It is a quantitative study with a non-experimental design. The research subjects were students taking the subject of basic physics. The results indicate that students perceive the portfolio as a tool that allows monitoring and reflection of their learning and favor the integration of what they have learned, which supports the use of this tool, in accordance with the results of evaluation of the students' formative process. However, the use of the portfolio requires a continuous process of change and innovation, monitoring and permanent feedback between the teacher and the students.

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

Prada Nuñez, Raul | 2021-08-09

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.

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

HERNANDEZ SUAREZ, CESAR AUGUSTO | 2021-08-09

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.

Gestión tecnológica estratégica: uso del ecosistema de la web social 2.0 en educación superior

HERNANDEZ SUAREZ, CESAR AUGUSTO | 2021-08-07

El objetivo de la investigación fue analizar la gestión tecnológica estratégica a partir de los docentes de la universidad Francisco de Paula Santander, para vigilar y focalizar el empleo del ecosistema de la Web 2.0 en la educación superior. La investigación, se inscribió dentro un enfoque cuantitativo; a nivel descriptivo y diseño de campo, enmarcado en la modalidad de investigación proyectiva. La muestra estuvo conformada por 40 docentes y como instrumento se utilizó la encuesta. El estudio mostró que vigilar la gestión tecnológica para el análisis interno provee una prospectiva a la cual podría focalizar cualquier transformación educativa en el contexto digital que emprenda la universidad en el empleo de ecosistemas de la Web social 2.0. Se concluyó que los principales desafíos que se encuentran en las innovaciones son las capacidades tecnológicas de los actores educativos al administrar la gestión tecnológica en el ecosistema de la Web social 2.0.