National Autonomous University of Mexico (MEXICO)
About this paper:
Appears in: EDULEARN19 Proceedings
Publication year: 2019
Pages: 8122-8128
ISBN: 978-84-09-12031-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2019.1992
Conference name: 11th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2019
Location: Palma, Spain
The purpose of this work is to respond to the need of overcoming strongly held preconceptions among students regarding the force concept and its representation. Another aim of this research is the design a learning activity of this concept. For the design, an analysis of the Statics study program is carried out and the main difficulties in the teaching of the subject are considered. On the other hand, the previous wrong ideas of the students are obtained because of the design of the sequence, a compilation of the previous ideas found by expert researchers in the study area is presented and compared with the previous ideas found in the test group. Based on the results gained, the design of the following educational materials were discovered: learning sequence for the Force Concept and its Representation for the teacher and the student, theoretical framework of contents to be assimilated by the learner, PowerPoint presentation of the contents of the theoretical framework, conceptual evaluation questionnaire for the student and for the teacher and a guide of solution. All these materials are created to support the teacher in teaching the contents. It also offers a planning and application of activities of the proposed tasks that the teacher can implement to get the application of the activities to be developed. the design of a learning sequence called "Force Concept and its representation" is achieved, which applies the Methodology of Active Learning of Physics in its modality of Interactive Lecture Demonstrations and constitutes the basis of the learning methodology for the sequence proposal. The results of the application of the conceptual evaluation questionnaire obtained shows that the application of the activity has a Hake Gain greater than 0.8. In conclusion, it is recommended the application of the activity and its corresponding questionnaire to different populations to modify or restructure if necessary and extend the results to any other educational environment.
Physics Education Research, Active Learning Physics, Interactive Lecture Demonstrations, Force Concept and its representation.