Fabricación de lámparas: una alternativa para la enseñanza de la física basada en ABP.

Abstract

In the present work, a proposal is made for the teaching of physics that is based on the construction of two devices that can be proposed in a classroom environment, in this case the development of two types of lamps is proposed: a lava lamp and an applause lamp. The fact of constructing these devices in the class allows to generate concern and interest in the students, the explanations are recognized, a sequence of activities is generated that aim at the elaboration and modeling of the explanations in front of each one of these devices. In the development of the proposal, it is found that the relationships and interactions between the student - teacher - project occur in a different way, under three proposed work instruments: a form where the working prototypes are presented and the student must register their explanations in front of to each lamp, some modules with activities aimed at enriching (clarifying, questioning and expanding) the explanations about the operation of these devices (modules) and finally, the initial form is applied with the aim of contrasting the evolution of the explanations and organizing the activities of each of the modules. From the application of the initial questionnaire, the alternative forms of explanation of this group of students are collected and modeled, which on the one hand illustrate the students' thinking linked to their context and foresee the activity sequences of the modules. Finally, the presentation of the activities planned in the modules allows the class to be approached in a different way, in which student learning takes precedence over following a rigid sequence of topics. For example, when it is proposed to address the explanation of the phenomenon of the lava lamp, knowledge appears in an integrated way (the explanation of this phenomenon has to do with the conjugation of a series of notions such as heat, temperature, thermal conduction, density, thrust, miscibility among others) and not as it is presented in the usual way through a linear sequence of topics (similar to book indexes) organized by others. This constitutes an alternative proposal in front of the teacher training processes, since the teacher is taken out of the chair and from dictating content and passes to a plane in the generation of an environment where students are much more active and protagonist in the face of to the proposals that the teacher makes in class.