A systematic review on the playful experiences for teaching Physics and Chemistry in high school
From a constructivist conception, the student who carries out practical experiences improves his or her academic performance. It is also hypothesized that the use of the game as a didactic strategy collaborates with creativity and emotional factors. The ob-jective of this systematic review study is...
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
2021
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35991 |
| Aporte de: |
| Sumario: | From a constructivist conception, the student who carries out practical experiences improves his or her academic performance. It is also hypothesized that the use of the game as a didactic strategy collaborates with creativity and emotional factors. The ob-jective of this systematic review study is to analyze the state of the art regarding the use of playful laboratories in the teaching of Physics for high school. In addition, it was considered pertinent to include articles on the teaching of Chemistry due to themat-ic proximity. National and international articles that address the issue were analyzed, using the PRISMA-NMA methodology. 22 research papers in Spanish belonging to five recognized bibliographic databases were surveyed. The results show in all cases the benefits of the use of playful experiences. In this sense, it is observed that recreational laboratory practices can favor the teach-ing-learning process of Physics and Chemistry. It is concluded that these articles reveal the importance of continuing to investi-gate and deepen the use of playful experiences in the classroom. |
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