Descubriendo las fuerzas y sus efectos

Abstract

La enseñanza de la física en 2º de ESO no parte de cero. Los alumnos tienen concepciones previas (a veces alternativas y otras veces acertadas) formadas en su etapa de Educación Primaria y en las experiencias vividas en su día a día. Es importante que el docente conozca, previo diseño de su metodología docente, esas ideas de sus alumnos. Una vez diagnosticadas, el diseño personalizado en el grupo de clase, de la secuencia didáctica a trabajar en el aula (incluyendo en la metodología las actividades prácticas y las de evaluación) es fundamental para motivar al alumno hacia el aprendizaje de una disciplina ya por sí poco intuitiva de partida.

Abstract: The teaching of physics in 2nd year of ESO is not the starting point. The students have previous conceptions (sometimes alternative and other times correct) formed in their stage of Primary Education and in the experiences lived in their day-to-day life. It is important that the teacher knows, after designing their teaching methodology, those ideas of their students. Once diagnosed, the personalized design in the class group, of the didactic sequence to work in the classroom (including practical and evaluation activities within the methodology) is essential to motivate the student towards learning a discipline in its own right unintuitive starting. In this study, the previous ideas of a class group of 9 students have been analyzed, and based on the results, a didactic sequence has been designed that has been evaluated to find out if students keep their motivation while acquiring knowledge about content and concrete procedures.