Análisis del uso del experimento discrepante en la enseñanza de la Física

Abstract

This work studies the potentiality of using the discrepant experiment typology in the physics teaching process, from a dimensional perspective of didactics of physics, focusing on the development of scientific thinking skills in eleventh-grade students in a school from Bogota city. It was qualitative research following the intervention research method, for which we record the classes. The data collection was by an observation grid, the transcription of recordings, and written productions in the class. We apply the content analysis technique for the analysis, according to the ordering criteria and detailed microanalysis, and interpretation of data, based on the participants' appreciations and understanding of events throughout the research. At the end of the study, the results were positive for the development of five scientific thinking skills in students, such as the construction of knowledge, argumentative debates, formulation of questions, hypotheses based on physical phenomena, and observation of a physical phenomenon. This typology of experiments presents a valuable opportunity to educate thinking skills development and role changes, not only for students, towards a participant attitude but also for teachers, fostering the creation of the own learning environments by following clear objectives in respect of student’s thinking development.