The ascending double cone as a dissenting experiment for physics education
One of the problems in Physics education is related to the limited understanding of concepts among students. The main reason is the high degree of formalism in some explanations. In this paper we propose to introduce discrepant experiments in the classroom since this kind of experiments generates th...
| Autores principales: | , , |
|---|---|
| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
Asociación de Profesores de Física de la Argentina
2016
|
| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/14686 |
| Aporte de: |
| id |
I10-R316-article-14686 |
|---|---|
| record_format |
ojs |
| spelling |
I10-R316-article-146862024-03-05T17:16:00Z The ascending double cone as a dissenting experiment for physics education El cono doble ascendente como experimento discrepante para la enseñanza de la física Guarin, Edgar David Moreno, Harold Ramírez, María Helena Enseñanza de la mecánica clásica Experimentos discrepantes Aprendizaje activo Modelación Cono doble ascendente Teaching of classical mechanics Discrepant experiments Active learning Modeling Ascending double cone One of the problems in Physics education is related to the limited understanding of concepts among students. The main reason is the high degree of formalism in some explanations. In this paper we propose to introduce discrepant experiments in the classroom since this kind of experiments generates the need to build explanations, enhancing different learning skills. Thus, we describe a classroom experience with students from ninth semester in a physics career, around the analysis of the ascending double cone, giving an alternative approach to this situation. According to the active learning methodology, we seek to promote understanding of the rotational dynamics of rigid bodies through the generation of a physical analysis and an explanatory model made by students, which allows them to better appreciate the mathematical and physical character of the phenomenon. Uno de los problemas en la enseñanza de la física está relacionado con la escasa comprensión de los conceptos entre los estudiantes. La principal razón es el alto grado de formalismo en algunas explicaciones. En este trabajo proponemos introducir los experimentos discrepantes (ExD) en el salón de clases, ya que ellos generan en los estudiantes la necesidad de construir explicaciones, potenciando diferentes habilidades de aprendizaje. Así, describimos una experiencia de aula con estudiantes de noveno semestre de licenciatura en física, en torno del estudio del cono doble ascendente, dando una aproximación alterna a esta situación. De acuerdo con la metodología del aprendizaje activo,buscamos favorecer la comprensión de la dinámica rotacional de los cuerpos rígidos, a través de la generación de un análisis físico y un modelo explicativo por parte de los estudiantes, que les permitiera apreciar mejor el carácter físico y matemático del fenómeno. Asociación de Profesores de Física de la Argentina 2016-06-16 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/revistaEF/article/view/14686 10.55767/2451.6007.v28.n1.14686 Journal of Physics Teaching; Vol. 28 No. 1 (2016): January - June; 37-49 Revista de Enseñanza de la Física; Vol. 28 Núm. 1 (2016): Enero - Junio; 37-49 Revista de Enseñanza de la Física; v. 28 n. 1 (2016): Janeiro - Junho; 37-49 2250-6101 0326-7091 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/14686/14610 Derechos de autor 2016 Edgar David Guarin, Harold Moreno, María Helena Ramírez http://creativecommons.org/licenses/by-nc-nd/4.0 |
| institution |
Universidad Nacional de Córdoba |
| institution_str |
I-10 |
| repository_str |
R-316 |
| container_title_str |
Revista de Enseñanza de la Física |
| language |
Español |
| format |
Artículo revista |
| topic |
Enseñanza de la mecánica clásica Experimentos discrepantes Aprendizaje activo Modelación Cono doble ascendente Teaching of classical mechanics Discrepant experiments Active learning Modeling Ascending double cone |
| spellingShingle |
Enseñanza de la mecánica clásica Experimentos discrepantes Aprendizaje activo Modelación Cono doble ascendente Teaching of classical mechanics Discrepant experiments Active learning Modeling Ascending double cone Guarin, Edgar David Moreno, Harold Ramírez, María Helena The ascending double cone as a dissenting experiment for physics education |
| topic_facet |
Enseñanza de la mecánica clásica Experimentos discrepantes Aprendizaje activo Modelación Cono doble ascendente Teaching of classical mechanics Discrepant experiments Active learning Modeling Ascending double cone |
| author |
Guarin, Edgar David Moreno, Harold Ramírez, María Helena |
| author_facet |
Guarin, Edgar David Moreno, Harold Ramírez, María Helena |
| author_sort |
Guarin, Edgar David |
| title |
The ascending double cone as a dissenting experiment for physics education |
| title_short |
The ascending double cone as a dissenting experiment for physics education |
| title_full |
The ascending double cone as a dissenting experiment for physics education |
| title_fullStr |
The ascending double cone as a dissenting experiment for physics education |
| title_full_unstemmed |
The ascending double cone as a dissenting experiment for physics education |
| title_sort |
ascending double cone as a dissenting experiment for physics education |
| description |
One of the problems in Physics education is related to the limited understanding of concepts among students. The main reason is the high degree of formalism in some explanations. In this paper we propose to introduce discrepant experiments in the classroom since this kind of experiments generates the need to build explanations, enhancing different learning skills. Thus, we describe a classroom experience with students from ninth semester in a physics career, around the analysis of the ascending double cone, giving an alternative approach to this situation. According to the active learning methodology, we seek to promote understanding of the rotational dynamics of rigid bodies through the generation of a physical analysis and an explanatory model made by students, which allows them to better appreciate the mathematical and physical character of the phenomenon. |
| publisher |
Asociación de Profesores de Física de la Argentina |
| publishDate |
2016 |
| url |
https://revistas.unc.edu.ar/index.php/revistaEF/article/view/14686 |
| work_keys_str_mv |
AT guarinedgardavid theascendingdoubleconeasadissentingexperimentforphysicseducation AT morenoharold theascendingdoubleconeasadissentingexperimentforphysicseducation AT ramirezmariahelena theascendingdoubleconeasadissentingexperimentforphysicseducation AT guarinedgardavid elconodobleascendentecomoexperimentodiscrepanteparalaensenanzadelafisica AT morenoharold elconodobleascendentecomoexperimentodiscrepanteparalaensenanzadelafisica AT ramirezmariahelena elconodobleascendentecomoexperimentodiscrepanteparalaensenanzadelafisica AT guarinedgardavid ascendingdoubleconeasadissentingexperimentforphysicseducation AT morenoharold ascendingdoubleconeasadissentingexperimentforphysicseducation AT ramirezmariahelena ascendingdoubleconeasadissentingexperimentforphysicseducation |
| first_indexed |
2024-09-03T20:36:40Z |
| last_indexed |
2024-09-03T20:36:40Z |
| _version_ |
1809208626813861888 |