Historieta conceptual contextualizada como estrategia didáctica para la enseñanza de la electrización

Abstract

This work shows how, by teaching through Contextualized Conceptual Comics in a classroom setting, young people who do not yet have a deep understanding of physics are able to represent and argue their ideas. This work is done through the implementation of three comics, each illustrating a type of electrification, with ninth-grade secondary school students. A qualitative, interpretive paradigm research study was conducted, with an action-research methodological approach and a phenomenological method. It reveals findings such as the students' pictorial and linguistic representations, as well as a favorable trend toward the implementation of this valuable resource for learning and explaining everyday phenomena from a more student-friendly perspective. This strategy allowed for a greater understanding of the content covered regarding electrification in physics classes.