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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| Autores principales: | , , , , |
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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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| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18477 |
| Aporte de: |
| Sumario: | 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. |
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