Difficulties in the interpretation of kinematics graphs in secondary basic education students

Abstract

This research reports the findings derived from the identification of the difficulties exhibited by a group of 76 students from different grades of basic secondary education in a private educational institution with an emphasis on science education. The students were given a questionnaire presenting five situations based on the Position-Time graph associated with uniform rectilinear motion of particles. The research approach is of a quantitative nature at a descriptive level with a field design, since it was the students who filled in the instrument. It is highlighted as a finding in the opinion of the students that the subject has been seen in class, but due to the teacher’s methodology it is not fully understood by them. The results show that the students have a long list of difficulties mainly due to the lack of articulation of mathematical concepts in physical contexts, a situation that prevents them from analyzing the proposed statements, reasoning about the approaches, and improving in the process of searching for alternative solutions with clear arguments.