El abordaje fenomenológico en el proceso de matematización de la física para la enseñanza

Abstract

The mathematization of physics for teaching is a field of research specific to the didactics of physics, which, from the framework that underpins this work, can be developed in three stages, articulating the dimensional perspective of the didactics of physics in each of these stages. The initial stage is called the phenomenological approach; when investigating precedents in this type of characterization, it is found that they are practically nonexistent, which is why we want to delve into this process, trying to characterize what the phenomenological approach would consist of in the physics classroom. In order to fulfill the research purpose, an intervention-type action research is proposed, which is structured in two stages: an observation stage aimed at developing a first approach to the type of activities that would be appropriate for studying the phenomenological approach process, and a classroom intervention stage, where a process is developed that allows us to collect data in order to propose the characteristics. Based on the above, the intervention was carried out by implementing one of the experimentation typologies which provides the appropriate environment for analysis and reflection on the occurrence of a phenomenon. Students manage to relate experimentation to a particular phenomenon, and from a stimulation inherent to a certain typology of experimentation, students come to conceive the existence of the physical phenomenon and the possibilities of studying it. The main identified characteristics were understanding the phenomenon as unique and universal, comprehending which variables influence it and what relationships exist between these variables, developing around this explanation a whole technical and coherent language capable of describing the behavior of the physical phenomenon.