Situaciones discrepantes para la enseñanza de la mecánica

Abstract

Within the physics teaching process, it is well known that addressing and understanding physical phenomena is complex, not only for high school students, but also for teachers in training. Part of the problem is due to the traditional teaching of physics, the lack of motivation of students in learning science prevents them from assimilating physical concepts, in addition, the mathematical formalism devoid of meaning used by teachers does not manage to modify students the concepts acquired throughout their training. That is why a pedagogical tool is presented that can be approached by teachers for the teaching of physics, based on the so-called discrepant events, defined as assemblies that, when activated, manifest a shocking or counterintuitive phenomenon for the student and that positively modify the motivation of students towards the study of physics. In accordance with an innovative methodology, we propose various situations that are counterintuitive for students and that allow the construction of learning environments in the physics teaching process. These situations allow to generate astonishment in order to motivate students to find the appropriate response to a phenomenon that contradicts common sense to later give way to a set of conceptually related practical works. With this set of practical works, which are not necessarily discrepant from their assembly, but can be raised in a counterintuitive way from the context in which it is addressed, it is intended to explain the initial phenomenon to fulfill the purpose of solving the problems. doubts generated in the discrepant experience, based on the pertinent physical concepts. In accordance with an innovative methodology, we propose various situations that are counterintuitive for students and that allow the construction of learning environments in the physics teaching process. These situations allow to generate astonishment in order to motivate students to find the appropriate response to a phenomenon that contradicts common sense to later give way to a set of conceptually related practical works. With this set of practical works, which are not necessarily discrepant from their assembly, but can be raised in a counterintuitive way from the context in which it is addressed, it is intended to explain the initial phenomenon to fulfill the purpose of solving the problems. doubts generated in the discrepant experience, based on the pertinent physical concepts.