Una propuesta para la enseñanza de la física integrando los conceptos fundamentales de la termodinámica y sus aplicaciones prácticas

Abstract

The following paper, “A proposal for teaching physics by integrating the fundamental concepts of thermodynamics and their practical applications,” presents the design and development of a teacher-oriented teaching guide, whose purpose is to strengthen the teaching of thermodynamics in basic education through sequenced experimental activities. The proposal arises from the need to transform traditional physics teaching practices, often focused on content transmission and mechanical problem solving, into strategies that promote meaningful understanding, exploration, and scientific inquiry in the classroom. From a conceptual and pedagogical perspective, the document recognizes that thermodynamics is a privileged field for linking theory with practice, given that its principles can be observed in everyday phenomena related to heat, temperature, energy, and phase changes. Based on the contributions of Çengel and Boles (2012) and Hewitt (2008), it is proposed that the teaching of these contents should be based on experimental experiences that allow students to construct knowledge through observation, hypothesis formulation, and teacher-guided reflection. The theoretical framework is based on pedagogical references such as the Ondas Program, Pequeños Científicos, and the approaches of Marco Raúl Mejía, who emphasize research and experimentation as educational strategies for developing critical thinking and autonomy in students. In line with the Basic Learning Rights (DBA) established by the Ministry of National Education, the proposal seeks to offer teachers structured material that facilitates conceptual progression, the contextualization of knowledge, and the strengthening of scientific skills. The booklet, entitled “Exploring the ideas of heat and temperature through experience,” consists of a set of experimental activities organized in a gradual and coherent manner. Among them is the “egg boat” experiment, which allows for the simple demonstration of the processes of converting thermal energy into motion, stimulating scientific curiosity and active learning. The application of the material in a school group showed improvements in conceptual understanding and student participation during the practical sessions. This proposal is a pedagogical tool that articulates theory, practice, and context, contributing to a more dynamic, reflective, and meaningful teaching of physics.