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...
Guardado en:
| 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/18501 |
| Aporte de: |
| Sumario: | 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. |
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