Introducción al movimiento parabólico a partir de la integración del malabarismo

Abstract

This work presents an alternative methodology to the traditional teaching of physics, based on juggling as a strategy for studying parabolic movement. A qualitative methodology was used with the content analysis technique, based on two surveys administered to students and the development of two class sessions. We worked with 35 tenth grade students between 15 and 17 years old from a private school in the town of Bosa in Bogotá. The design of the strategy was based on the dimensional perspective of physics teaching, which made it possible to involve the teacher's passions, which in this case is juggling, with their professional practice, and also provides a structure for the preparation of the contextualized class. for example, devising a discrepant type experiment and a physics mathematization sequence. The initial ideas of the students regarding the parabolic movement are identified through the application of a questionnaire, to articulate their ideas with the pedagogy of juggling, in which the students learned the basic throws while internalizing concepts of the parabolic movement. It was found that juggling provided learning environments to understand that parabolic movement is composed of the superposition of a horizontal and a vertical movement. We can also affirm that when students take an active role in classes, their mental models tend to develop towards the established explanatory models of science. Finally, it is worth highlighting that the strategy of addressing the contents through activities associated with the circus facilitates the integration of all students, including those with cognitive functional diversity.