La enseñanza y aprendizaje de la mecánica clásica a través de experiencias sensoriales y motoras en áreas rurales de Colombia con el programa Viva la Escuela del Ministerio de Educación Nacional

Abstract

The Teaching and Learning of Classical Mechanics Through Sensory and Motor Experiences in Rural Areas of Colombia with the 'Viva la Escuela' Program The learning of physics and mathematics in rural contexts faces multiple challenges, including limited access to technological resources, a lack of adequate teaching materials, and the predominance of traditional methodologies that are not well contextualized. In the department of Casanare, within the Viva la Escuela program, the need for innovative pedagogical strategies was identified to strengthen the understanding of scientific concepts through meaningful experiences, encouraging student participation and connection with their environment. To address this issue, a teaching approach based on sensory and motor experiences was implemented, focusing on knowledge construction through experimentation. Learning centers were created as an educational tool, highlighting the construction of a mini-garden where citrus plants were cultivated using colored filters that altered the wavelength of radiation. This interdisciplinary space allowed students to relate concepts from physics, biology, and environmental science. Additionally, reinforcement activities in mathematics and language were conducted, along with Rubik's cube and chess workshops and experimental activities on forces and motion using locally available materials. The adopted methodology was qualitative and participatory, facilitating collaboration between the intern, the tutor, and the teachers. An initial diagnosis was conducted through surveys and observations to identify students' needs and adapt pedagogical strategies accordingly. A discovery-based learning approach was promoted, allowing students to formulate hypotheses, conduct tests, and draw conclusions through hands-on manipulation of available elements. The intervention results showed significant improvements in students' understanding of classical mechanics principles, particularly Newton's laws, applied to everyday situations. Students exhibited greater interest and motivation towards science due to the implementation of active methodologies that promoted playful and experiential learning. The contextualization of curricular content and the integration of the educational community were key aspects of the proposal's success. It is concluded that physics education in rural contexts can be strengthened through strategies adapted to local conditions, leveraging available resources to foster meaningful learning. It is recommended to expand this approach to other rural institutions and develop teacher training in active methodologies to improve educational quality. Additionally, challenges such as the need for greater institutional support and the enhancement of pedagogical guidance in remote areas were identified. This study highlights the potential of pedagogical creativity, community collaboration, and the use of local resources to transform physics education in rural settings. Future research should explore the integration of accessible technologies and innovative strategies to continue optimizing science education in Colombia.