Aproximación a la enseñanza de las ciencias (física) en el contexto rural dentro del programa Viva la Escuela del Ministerio de Educación nacional: acercamiento básico a estática, dinámica, mecánica y fluidos

Abstract

This undergraduate thesis was developed within the framework of an internship conducted in Anapoima, Cundinamarca, as part of the "Prácticas para la Formación Integral" program of the National Ministry of Education (MEN). The experience took place in a rural setting with the aim of strengthening the teaching of exact sciences in primary and secondary education through pedagogical strategies adapted to the community. The main objective of this internship was to design and implement innovative teaching strategies that facilitate the understanding of natural science concepts, with a focus on integral education. To achieve this, lessons on physical phenomena were developed using active methodologies such as experimentation and the use of recyclable materials, promoting meaningful learning. Specific activities were designed to align with different educational levels, reinforcing key concepts and encouraging classroom participation. Assessments were implemented to measure student progress and adjust teaching strategies accordingly. Additionally, reinforcement sessions were conducted for students facing difficulties, fostering an equitable learning environment. A central aspect of the project was the implementation of centers of interest, a strategy that connected learning with students' real-life experiences. Experimental and hands-on activities were organized to stimulate curiosity and critical thinking. These activities included measuring physical magnitudes in their surroundings, analyzing data in statistical problems, and solving contextualized mathematical situations. The active participation of students demonstrated an improvement in both motivation and comprehension of the topics covered. Furthermore, an analysis of rural education in Colombia was conducted from a normative perspective, reviewing the guidelines that shape teaching in these contexts. Similar internship experiences were compared to identify differences and propose strategies that contribute to improving education in rural communities. This allowed for the identification of challenges and the formulation of solutions to enhance educational processes. As a result of this experience, effective pedagogical strategies were identified to improve the teaching of mathematics and physics in rural environments. The adaptation of active methodologies and the contextualization of content proved to be key factors in successful learning. The implementation of centers of interest enhanced teaching in a more meaningful and applied manner, improving student performance and participation. In conclusion, this study highlights the importance of designing flexible and context-aware pedagogical strategies for rural education. The internship in Anapoima provided an opportunity to apply disciplinary and pedagogical knowledge while fostering a critical reflection on the challenges and opportunities of teaching in these settings. This work aims to contribute to the improvement of rural education through effective didactic strategies.