Collaborative activities on mechanics concepts of non–punctual physical systems
We present results of activities carried out by students of a first undergraduate physics course, which were re-lated to the concepts of mechanics in non–punctual physical systems. These activities were performed in the context of the teaching–learning modality known as peer instruction, which invol...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Asociación de Profesores de Física de la Argentina
2017
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18477 |
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I10-R316-article-18477 |
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I10-R316-article-184772023-09-12T17:07:07Z Collaborative activities on mechanics concepts of non–punctual physical systems Actividades colaborativas sobre conceptos de mecánica en sistemas físicos no puntuales Budini, Nicolás Giorgi, Silvia Sarmiento, Leandro M. Cámara, Cristina Carreri, Ricardo Mecánica de sistemas no puntuales Nivel inicial universitario Enseñanza y aprendizaje Instrucción entre pares TIC. Mechanics of non–punctual systems Undergraduate level Teaching and learning Peer instruction Conceptual questions TIC. We present results of activities carried out by students of a first undergraduate physics course, which were re-lated to the concepts of mechanics in non–punctual physical systems. These activities were performed in the context of the teaching–learning modality known as peer instruction, which involves collaborative learning instances. The implementation of this modality emphasizes particularly on improving the conceptualization of physics by students. We have made use of technological resources that allowed an immediate feedback between teachers and students which quickly helped detecting general conceptual misunderstandings. The results obtained in this work push us to continue and broaden the scope of the activities shown. However, by analyzing these results we detected and pointed out some warnings that should be taken into account by those teachers willing to implement the peer instruction modality on their physics lessons. Se presentan resultados de actividades llevadas a cabo por estudiantes del ciclo inicial universitario, relacionadas con los conceptos de mecánica en sistemas físicos no puntuales. Dichas actividades se realizaron en el contexto de la modalidad de enseñanza denominada instrucción entre pares, la cual involucra instancias de aprendizaje colaborativo. La implementación de esta modalidad pone especial énfasis en mejorar la conceptualización de los contenidos de física por parte de los estudiantes. Se utilizaron recursos tecnológicos que posibilitaron una retroalimentación inmediata entre docentes y estudiantes y que permitieron detectar y discutir en el momento dificultades conceptuales generales. Los resultados encontrados alientan a continuar y ampliar la implementación de actividades del tipo que aquí se presenta; no obstante, del análisis de los mismos se desprenden advertencias que son señaladas para alertar a aquellos docentes interesados en aplicar esta metodología en sus clases de física. Asociación de Profesores de Física de la Argentina 2017-11-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18477 Journal of Physics Teaching; Vol. 29: Extra Issue: Selection of papers submitted to REF; 287-296 Revista de Enseñanza de la Física; Vol. 29: Número Extra: Selección de Trabajos Presentados a REF; 287-296 Revista de Enseñanza de la Física; v. 29: Edição extra: Seleção de artigos enviados ao REF; 287-296 2250-6101 0326-7091 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18477/18324 Derechos de autor 2017 Nicolás Budini, Silvia Giorgi, Leandro M. Sarmiento, Cristina Cámara, Ricardo Carreri |
| 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 |
Mecánica de sistemas no puntuales Nivel inicial universitario Enseñanza y aprendizaje Instrucción entre pares TIC. Mechanics of non–punctual systems Undergraduate level Teaching and learning Peer instruction Conceptual questions TIC. |
| spellingShingle |
Mecánica de sistemas no puntuales Nivel inicial universitario Enseñanza y aprendizaje Instrucción entre pares TIC. Mechanics of non–punctual systems Undergraduate level Teaching and learning Peer instruction Conceptual questions TIC. Budini, Nicolás Giorgi, Silvia Sarmiento, Leandro M. Cámara, Cristina Carreri, Ricardo Collaborative activities on mechanics concepts of non–punctual physical systems |
| topic_facet |
Mecánica de sistemas no puntuales Nivel inicial universitario Enseñanza y aprendizaje Instrucción entre pares TIC. Mechanics of non–punctual systems Undergraduate level Teaching and learning Peer instruction Conceptual questions TIC. |
| author |
Budini, Nicolás Giorgi, Silvia Sarmiento, Leandro M. Cámara, Cristina Carreri, Ricardo |
| author_facet |
Budini, Nicolás Giorgi, Silvia Sarmiento, Leandro M. Cámara, Cristina Carreri, Ricardo |
| author_sort |
Budini, Nicolás |
| title |
Collaborative activities on mechanics concepts of non–punctual physical systems |
| title_short |
Collaborative activities on mechanics concepts of non–punctual physical systems |
| title_full |
Collaborative activities on mechanics concepts of non–punctual physical systems |
| title_fullStr |
Collaborative activities on mechanics concepts of non–punctual physical systems |
| title_full_unstemmed |
Collaborative activities on mechanics concepts of non–punctual physical systems |
| title_sort |
collaborative activities on mechanics concepts of non–punctual physical systems |
| description |
We present results of activities carried out by students of a first undergraduate physics course, which were re-lated to the concepts of mechanics in non–punctual physical systems. These activities were performed in the context of the teaching–learning modality known as peer instruction, which involves collaborative learning instances. The implementation of this modality emphasizes particularly on improving the conceptualization of physics by students. We have made use of technological resources that allowed an immediate feedback between teachers and students which quickly helped detecting general conceptual misunderstandings. The results obtained in this work push us to continue and broaden the scope of the activities shown. However, by analyzing these results we detected and pointed out some warnings that should be taken into account by those teachers willing to implement the peer instruction modality on their physics lessons. |
| publisher |
Asociación de Profesores de Física de la Argentina |
| publishDate |
2017 |
| url |
https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18477 |
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2024-09-03T20:38:53Z |
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2024-09-03T20:38:53Z |
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