Motivating teaching strategies in physics for students of agronomics
The objective of this work was to compare traditional teaching strategies of lectures and activities in discussion groups through the analysis of performance in problem solving and in the laboratory practices of students who studied General and Biological Physics. Also, surveys were conducted among...
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/36005 |
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| Sumario: | The objective of this work was to compare traditional teaching strategies of lectures and activities in discussion groups through the analysis of performance in problem solving and in the laboratory practices of students who studied General and Biological Physics. Also, surveys were conducted among students and teachers. 42 % of the students who solved the problems rich in con-text and 10 % of those who solved the problems with the traditional modality, reached the level of achievement "very good", achieving more complete, reflective and rich productions in theoretical content. The work in discussion groups of the laboratory activities had advantages over the lecture class modality, since the students were more active and autonomous. We conclude that teaching strategies that let students have a leading role in their learning processes motivate them to achieve deeper and more lasting learning. |
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