Emociones y aprendizaje en física: comprendiendo el color desde la experiencia afectiva
| dc.contributor.advisor | Reyes Roncancio, Jaime Duván | |
| dc.contributor.author | Alonso Rigaud, Paula Andrea | |
| dc.contributor.orcid | Reyes Roncancio,Jaime Duván [0000-0002-9229-1196] | |
| dc.date.accessioned | 2025-07-03T18:13:37Z | |
| dc.date.available | 2025-07-03T18:13:37Z | |
| dc.date.created | 2025-06-05 | |
| dc.description | Esta investigación da cuenta de los resultados y análisis de un proceso riguroso cuyo propósito general caracterizar las relaciones entre el manejo de las emociones y el aprendizaje del fenómeno del color en la enseñanza de la física de los estudiantes de grado décimo un colegio al suroccidente de Bogotá. A partir de un enfoque de corte interpretativo y constructivista y fundamentada metodológicamente en la Investigación-Acción la cual se basa en el Aprendizaje Basado en Fenómenos (ABF), se implementaron cuatro actividades de aprendizaje diseñadas bajo el modelo creado de Rutina de Reflexión-Acción, las cuales exploraron la influencia de las emociones en la comprensión de los fenómenos ópticos. Los datos se recolectaron a través de diarios de campo, encuestas abiertas y producciones estudiantiles, y posteriormente analizados con el software MAXQDA®. Los hallazgos mostraron que las emociones positivas favorecen la motivación, la participación activa y el cambio conceptual frente a las ideas alternativas. De la misma manera, se evidenció que la mediación docente, el uso de materiales didácticos y un componente lúdico, desempeñan un rol prevalente en la construcción de entornos de aprendizaje más efectivos. | |
| dc.description.abstract | This research presents the results and analysis of a rigorous process whose general purpose was to characterize the relationships between the management of emotions and the learning of the color phenomenon in the teaching of physics among tenth-grade students at a school located in the southwestern area of Bogotá. Based on an interpretative and constructivist approach, and methodologically grounded in Action Research —which in turn is framed within Phenomenon-Based Learning (PBL)— four learning activities were implemented. These were designed under the Reflexion-Action Routine model, specifically created for this study, and explored the influence of emotions on the understanding of optical phenomena. Data were collected through field journals, open-ended surveys, and student productions, and subsequently analyzed using MAXQDA® software. The findings showed that positive emotions foster motivation, active participation, and conceptual change in relation to alternative ideas. Likewise, the study revealed that teacher mediation, the use of didactic materials, and a ludic component play a significant role in the construction of more effective learning environments. | |
| dc.format.mimetype | ||
| dc.identifier.uri | http://hdl.handle.net/11349/96238 | |
| dc.language.iso | spa | |
| dc.publisher | Universidad Distrital Fransisco Jose De caldas | |
| dc.relation.references | Ajzen, I., y Fishbein, M. (1980). Understanding Attitudes and Predicting Social Behavior. https://ci.nii.ac.jp/ncid/BA21965086 | |
| dc.relation.references | Arfken, G. B., Griffing, D. F., Kelly, D. C., y Priest, J. (1984). ELECTROMAGNETIC WAVES AND MAXWELL’S EQUATIONS. International Edition University Physics, 730–750. doi:10.1016/b978-0-12-059858-8.50043-1 | |
| dc.relation.references | Arnal, J. Del Rincón, D. y Latorre, A. (1992). Investigación educativa: fundamentos y metodología. Editorial Labor, Barcelona. | |
| dc.relation.references | Ausubel, D. P. (1980). Psicología educativa: Un punto de vista cognoscitivo. México: Trillas. | |
| dc.relation.references | Baker, D. R. (2016). Equity issues in science education. En Understanding Girls (pp. 127-160). Springer | |
| dc.relation.references | Bisquerra, R. (2000). Educación emocional y bienestar. Barcelona: Praxis. | |
| dc.relation.references | Bisquerra, R. (2009). Educación emocional y competencias básicas para la vida. Madrid: Síntesis. | |
| dc.relation.references | Chaves, M. B. (1986). Aplicación del análisis de contenido. Ciencias sociales, 33, 135-143. | |
| dc.relation.references | Colmenares A. y Piñero, M. (2008). La Investigación Acción: una herramienta metodológica heurística para la comprensión y transformación de realidades y prácticas socio-educativas. Laurus, 14 (27), 96-114. | |
| dc.relation.references | Czerniak, C. M. y Schriver, M. L. (1994). An examination of preservice science teachers' beliefs and behaviors as related to self-efficacy. Journal of Science Teacher Education, 5(3), 77–86 | |
| dc.relation.references | Damasio, A. R. (1994). Descartes’ Error: Emotion Reason, and the Human Brain. New York: Avon Books. | |
| dc.relation.references | Duit, R., y Treagust, D. F. (2003). Conceptual change: A powerful framework for improving science teaching and learning. International Journal of Science Education, 25(6), 671–688. https://doi.org/10.1080/09500690305016 | |
| dc.relation.references | Elliot. J. (1998). La investigación Acción en Educación. Segunda Edición. Morata | |
| dc.relation.references | Espectro Luz Visible. (s. f.). Experimentos Científicos. Recuperado 31 de marzo de 2025, de https://www.experimentoscientificos.es/espectro-electromagnetico/espectro-luz-visible/ | |
| dc.relation.references | Gage, J. (1999). Color and Meaning: Art, Science and Symbolism. University of California Press. | |
| dc.relation.references | Goethe, J. W. von (with Solomon R. Guggenheim Museum Library). (1810). Zur Farbenlehre. Tübingen : J.G. Cotta’schen Buchhandlung. http://archive.org/details/zurfarbenlehre00goet | |
| dc.relation.references | Harding, J. (1996). Science in a masculine strait-jacket. En L. H. Parker, L. Rennie y B. Fraser (Eds.), Gender, science and mathematics (pp. 3–15). Springer | |
| dc.relation.references | Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. | |
| dc.relation.references | Hecht, E. (2000). Óptica (3.ª ed.). Addison Wesley. Recuperado 1 de abril de 2025, de http://archive.org/details/OpticaHetchEspaol | |
| dc.relation.references | Hockenbury, D., y Hockenbury, S. (2007). Descubriendo la psicología. Worth Publishers. | |
| dc.relation.references | Keeves, J. P. y Kotte, D. (1996). Patterns of science achievement: International comparisons. En Gender, science and mathematics (pp. 77–93). Springer | |
| dc.relation.references | King, D., Ritchie, S. M., Sandhu, M., Henderson, S., y Boland, B. (2017). Temporality of Emotion: Antecedent and Successive Variants of Frustration When Learning Chemistry. Science Education, 101(4), 639-672. https://doi.org/10.1002/sce.21277 | |
| dc.relation.references | Kleinginna, P y Kleinginna, A. (1981). Uma lista categorizada de definições de emoção, com sugestões para uma definição consensual. Motivação e Emoção, 5 (4), 345-379 | |
| dc.relation.references | La teoría del color de Goethe | IDIS. (s. f.). Recuperado 31 de marzo de 2025, de https://proyectoidis.org/la-teoria-del-color-de-goethe/ | |
| dc.relation.references | Latorre, A., Rincón, D., y Arnal, J. Krippendorff, K.(1997). Metodología del análisis de contenido. Teoría y práctica. Barcelona: Paidos. Herramientas tecnológicas en procesos de investigación ingenieril, 40, 211. | |
| dc.relation.references | Latorre, A. (2005). La investigación-acción. Conocer y cambiar la práctica educativa. Editorial Graó. | |
| dc.relation.references | Lindberg, D. C. (1992). The beginnings of Western science: The European Scientific Tradition in Philosophical, Religious, and Institutional Context, 600 B.C. to A.D. 1450. University of Chicago Press. | |
| dc.relation.references | Kroef, R. F. da S., Gavillon, P. Q. y Ramm, L. V. (2020). Diário de Campo e a Relação do(a) Pesquisador(a) com o Campo-Tema na Pesquisa-Intervenção. Estudos e Pesquisas em Psicologia, 20(2), 464-480. https://doi.org/10.12957/epp.2020.52579 | |
| dc.relation.references | Krogh, L. B. y Thomsen, P. V. (2005). Studying students’ attitudes towards science from a cultural perspective but with a quantitative methodology: border crossing into the physics classroom. International Journal of Science Education, 27(3), 281–302 | |
| dc.relation.references | Laukenmann, M., Bleicher, M., Fuß, S., Gläser-Zikuda, M., Mayring, P. y von Rhöneck, C. (2003). An investigation of the influence of emotional factors on learning in physics instruction. International Journal of Science Education, 25(4), 489–507 | |
| dc.relation.references | Membiela, P., Acosta, K., Yebra, M. A., y González, A. (2023). Motivation to learn science, emotions in science classes, and engagement towards science studies in Chilean and Spanish compulsory secondary education students. Science Education, 107(4), 939-963. https://doi.org/10.1002/sce.21793 | |
| dc.relation.references | Miranda Beltrán, S., y Ortiz Bernal, J. A. (2020). Los paradigmas de la investigación: un acercamiento teórico para reflexionar desde el campo de la investigación educativa. RIDE Revista Iberoamericana Para La Investigación Y El Desarrollo Educativo, 11(21). https://doi.org/10.23913/ride.v11i21.717 | |
| dc.relation.references | Muñoz Prada, A. (2024). Identidad territorial y prácticas sociales ambientales escolares [Trabajo de investigación]. Universidad Distrital Francisco José de Caldas. | |
| dc.relation.references | Newton, I. (1704). Opticks: Or, a Treatise of the Reflexions, Refractions, Inflexions and Colours of Light (1.ª ed.). London: Sam. Smith and Benj. Walford. Recuperado de https://archive.org/details/optickstreatise00newta/page/n23/mode/2up | |
| dc.relation.references | Pekrun, R. (2006). The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice. Educational Psychology Review, 18(4), 315-341. https://doi.org/10.1007/s10648-006-9029-9 | |
| dc.relation.references | Pekrun, R. (2017). Emotion and Achievement During Adolescence. Child Development Perspectives, 11(3), 215-221. https://doi.org/10.1111/cdep.12237 | |
| dc.relation.references | Pekrun, R., Frenzel, A. C., Goetz, T., y Perry, R. P. (2007). The Control-Value Theory of Achievement Emotions: An Integrative Approach to Emotions in Education. 13-36. https://doi.org/10.1016/b978-012372545-5/50003-4 | |
| dc.relation.references | Piaget, J. (1972). Psicología de la inteligencia (J. C. Foix, Trad.). Editorial Psique. (Obra original publicada en 1947) | |
| dc.relation.references | Plutchik, R. (2001). The Nature of Emotions: Human emotions have deep evolutionary roots, a fact that may explain their complexity and provide tools for clinical practice. American Scientist, 89(4), 344-350. http://www.jstor.org/stable/27857503 | |
| dc.relation.references | Posner, G. J., Strike, K. A., Hewson, P. W., y Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211-227. | |
| dc.relation.references | Russell, J. A. (1980). A circumplex model of affect. Journal of Personality and Social Psychology, 39(6), 1161–1178. https://doi.org/10.1037/h0077714 | |
| dc.relation.references | Sabra, A. I. (1989). The Optics of Ibn al-Haytham. The Warburg Institute. | |
| dc.relation.references | Schuck, S.,y Grootenboer, P. J (2004). Affective issues in mathematics education. In B. Perry, C. Diezmann & G. Anthony (Eds.), Review of mathematics education in Australasia 2000-2003 (pp. 53-74). Flaxton, QLD: Post Pressed. | |
| dc.relation.references | Silander, P (2015a). Digital Pedagogy. In P. Mattila, & P. Silander (Eds.), How to create the school of the future: Revolutionary thinking and design from Finland (pp. 9-26). Oulu: University of Oulu, Center for Internet Excellence. Disponible en: http://nebula.wsimg.com/57b76261c219f5e7083e9978cd2cd66d?AccessKeyId=3209BE92A5393B603C75&disposition=0&alloworigin=1 | |
| dc.relation.references | Solbes, J. (2011). ¿Por qué disminuye el alumnado de ciencias? Alambique. Didáctica de las Ciencias Experimentales, (67), 53-61. Recuperado de https://www.uv.es/jsolbes/documentos/Alambique_Solbes_2011.PDF | |
| dc.relation.references | Symeonidis, V., y Schwarz, J. F. (2016). Phenomenon-based teaching and learning through the pedagogical lenses of phenomenology: The recent curriculum reform in Finland. In Forum Oświatowe (Vol. 28, No. 2, pp. 31- 47). Disponible en: http://forumoswiatowe.pl/index.php/czasopismo/article/view/458 | |
| dc.relation.references | Thagard, P. (2008). Conceptual change in the history of science: Life, mind, and disease. En S. Vosniadou (Ed.), International Handbook of Research on Conceptual Change (pp. 374–387). Routledge | |
| dc.relation.references | Tipler, P. A., y Mosca, G. (2005). Física para la ciencia y la tecnología (Vol. 2). Reverté. | |
| dc.relation.references | Turner, J. H. (2009). The Sociology of Emotions: Basic Theoretical Arguments. Emotion Review, 1(4), 340-354. https://doi.org/10.1177/1754073909338305 | |
| dc.relation.references | Valverde, L. A. (1993). El diario de campo. Revista Trabajo Social, 18(39), 308-319. https://www.binasss.sa.cr/revistas/ts/v18n391993/art1.pdf | |
| dc.relation.references | Vázquez, A., y Manassero, M. A. (2007). Actitudes y emociones en la enseñanza de las ciencias. Enseñanza de las Ciencias, 25(1), 3–8. | |
| dc.relation.references | Vilchis, A., Estrada, R., y Ruiz, F. (2021). Revisión Bibliográfica: Estrategia del Aprendizaje basado en Fenómenos. Ciencia Latina Revista Científica Multidisciplinar, 5(2), 1820-1835. https://doi.org/10.37811/cl_rcm.v5i2.386 | |
| dc.relation.references | Von Glasersfeld, E. (1996). Aspectos del constructivismo radical. Construcciones de la experiencia humana. Barcelona: Gedisa. | |
| dc.relation.references | Vygotski, L. (1978). Mind in Society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. | |
| dc.relation.references | Young, T. (1802) On the Theory of Light and Colours. Philosophical Transactions of the Royal Society of London, 92, 12-48. https://doi.org/10.1098/rstl.1802.0004 | |
| dc.relation.references | Zembylas, M. (2005). Teaching with Emotion: A Postmodern Enactment. Charlotte: Information Age Publishing. | |
| dc.rights.acceso | Abierto (Texto Completo) | |
| dc.rights.accessrights | RestrictedAccess | |
| dc.subject | Color | |
| dc.subject | Emociones | |
| dc.subject | Óptica | |
| dc.subject | Investigación-acción | |
| dc.subject | Aprendizaje basado en fenómenos | |
| dc.subject.keyword | Color | |
| dc.subject.keyword | Emotions | |
| dc.subject.keyword | Optics | |
| dc.subject.keyword | Action research | |
| dc.subject.keyword | Phenomenon-based learning | |
| dc.subject.lemb | Maestría en Educacíon -- Tesis y disertaciones académicas | |
| dc.title | Emociones y aprendizaje en física: comprendiendo el color desde la experiencia afectiva | |
| dc.title.titleenglish | Emotions and learning in physics: understanding color through affective experience | |
| dc.type | masterThesis | |
| dc.type.coar | http://purl.org/coar/resource_type/c_bdcc | |
| dc.type.degree | Investigación-Innovación | |
| dc.type.driver | info:eu-repo/semantics/masterThesis |
Archivos
Bloque de licencias
1 - 1 de 1
No hay miniatura disponible
- Nombre:
- license.txt
- Tamaño:
- 7 KB
- Formato:
- Item-specific license agreed upon to submission
- Descripción: