Knowledge in action: a proposal to learn physics from a video game
This paper presents a study of the digital, social and cognitive interactions that occur in an introductory physics course of the Bachelor's Degree in Physics when students interact in pairs with a video game of billiards. The objective of the instructional proposal is to apply the knowledge of...
| Autores principales: | , , , |
|---|---|
| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
Asociación de Profesores de Física de la Argentina
2017
|
| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18501 |
| Aporte de: |
| id |
I10-R316-article-18501 |
|---|---|
| record_format |
ojs |
| spelling |
I10-R316-article-185012023-09-12T17:07:07Z Knowledge in action: a proposal to learn physics from a video game Conocimiento en acción: una propuesta para aprender “choque” a partir de un videojuego Paoletti, Milagros García, Daiana Miranda, Andrea Santos, Graciela Aprendizaje de la física Choque Interacciones digitales Innovación Educación Superior. Learning of physics Collision Digital interactions Innovation Higher Education. This paper presents a study of the digital, social and cognitive interactions that occur in an introductory physics course of the Bachelor's Degree in Physics when students interact in pairs with a video game of billiards. The objective of the instructional proposal is to apply the knowledge of the physical laws related to the subject "collision", to make predictions and to compare them with the results obtained. The predicted, resulting plays and explanations were recorded in pencil and paper. It were recorded the actions in screen and dialogues between students. The analysis of the dialogues and the actions allowed identifying the arguments about the relation between impulse and momentum. In addition, it was investigated the influence of technology on these processes. A tension between the students’ ideas and the simulation model was identified, through evidences in the modes of negotiation and attribution of meanings. En este trabajo se presenta un estudio sobre las interacciones digitales, sociales y cognitivas que suceden en una clase de Física 1 de la carrera de Licenciatura en Física cuando los estudiantes de a pares interactúan con un videojuego de billar. El objetivo de la propuesta es aplicar los conocimientos de las leyes físicas relativas al tema “choque”, realizar predicciones y compararlas con los resultados obtenidos. Se registran en lápiz y papel las jugadas previstas y resultantes, y sus explicaciones. Además se graban las acciones en pantalla y los diálogos del par de estudiantes. El análisis de los diálogos y las acciones permitió identificar argumentos referidos a la relación entre las nociones impulso y cantidad de movimiento y la influencia de la tecnología en estos procesos. Se pudo identificar una tensión entre las ideas de los estudiantes y el modelo de la simulación, evidenciándose en los modos de negociación y atribución de significados. 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/18501 Journal of Physics Teaching; Vol. 29: Extra Issue: Selection of papers submitted to REF; 421-434 Revista de Enseñanza de la Física; Vol. 29: Número Extra: Selección de Trabajos Presentados a REF; 421-434 Revista de Enseñanza de la Física; v. 29: Edição extra: Seleção de artigos enviados ao REF; 421-434 2250-6101 0326-7091 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18501/18353 Derechos de autor 2017 Milagros Paoletti, Daiana García, Andrea Miranda, Graciela Santos |
| 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 |
Aprendizaje de la física Choque Interacciones digitales Innovación Educación Superior. Learning of physics Collision Digital interactions Innovation Higher Education. |
| spellingShingle |
Aprendizaje de la física Choque Interacciones digitales Innovación Educación Superior. Learning of physics Collision Digital interactions Innovation Higher Education. Paoletti, Milagros García, Daiana Miranda, Andrea Santos, Graciela Knowledge in action: a proposal to learn physics from a video game |
| topic_facet |
Aprendizaje de la física Choque Interacciones digitales Innovación Educación Superior. Learning of physics Collision Digital interactions Innovation Higher Education. |
| author |
Paoletti, Milagros García, Daiana Miranda, Andrea Santos, Graciela |
| author_facet |
Paoletti, Milagros García, Daiana Miranda, Andrea Santos, Graciela |
| author_sort |
Paoletti, Milagros |
| title |
Knowledge in action: a proposal to learn physics from a video game |
| title_short |
Knowledge in action: a proposal to learn physics from a video game |
| title_full |
Knowledge in action: a proposal to learn physics from a video game |
| title_fullStr |
Knowledge in action: a proposal to learn physics from a video game |
| title_full_unstemmed |
Knowledge in action: a proposal to learn physics from a video game |
| title_sort |
knowledge in action: a proposal to learn physics from a video game |
| description |
This paper presents a study of the digital, social and cognitive interactions that occur in an introductory physics course of the Bachelor's Degree in Physics when students interact in pairs with a video game of billiards. The objective of the instructional proposal is to apply the knowledge of the physical laws related to the subject "collision", to make predictions and to compare them with the results obtained. The predicted, resulting plays and explanations were recorded in pencil and paper. It were recorded the actions in screen and dialogues between students. The analysis of the dialogues and the actions allowed identifying the arguments about the relation between impulse and momentum. In addition, it was investigated the influence of technology on these processes. A tension between the students’ ideas and the simulation model was identified, through evidences in the modes of negotiation and attribution of meanings. |
| publisher |
Asociación de Profesores de Física de la Argentina |
| publishDate |
2017 |
| url |
https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18501 |
| work_keys_str_mv |
AT paolettimilagros knowledgeinactionaproposaltolearnphysicsfromavideogame AT garciadaiana knowledgeinactionaproposaltolearnphysicsfromavideogame AT mirandaandrea knowledgeinactionaproposaltolearnphysicsfromavideogame AT santosgraciela knowledgeinactionaproposaltolearnphysicsfromavideogame AT paolettimilagros conocimientoenaccionunapropuestaparaaprenderchoqueapartirdeunvideojuego AT garciadaiana conocimientoenaccionunapropuestaparaaprenderchoqueapartirdeunvideojuego AT mirandaandrea conocimientoenaccionunapropuestaparaaprenderchoqueapartirdeunvideojuego AT santosgraciela conocimientoenaccionunapropuestaparaaprenderchoqueapartirdeunvideojuego |
| first_indexed |
2024-09-03T20:38:56Z |
| last_indexed |
2024-09-03T20:38:56Z |
| _version_ |
1809208769945534464 |