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...

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Autores principales: Losada, Marta A., Giletto, Claudia M., Silva, Sandra E., Cassino, María N.
Formato: Artículo revista
Lenguaje:Español
Publicado: Asociación de Profesores de Física de la Argentina 2021
Materias:
Innovation
University
Innovación
Universidad
Laboratorio
Problemas
Laboratory
Problems
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaEF/article/view/36005
Aporte de:
Revista de Enseñanza de la Física de Universidad Nacional de Córdoba
id I10-R316-article-36005
record_format ojs
spelling I10-R316-article-360052023-09-12T16:46:43Z Motivating teaching strategies in physics for students of agronomics Estrategias didácticas motivadoras en física para estudiantes de agronomía Losada, Marta A. Giletto, Claudia M. Silva, Sandra E. Cassino, María N. Innovation University Innovación Universidad Laboratorio Problemas Laboratory Problems 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. El objetivo de este trabajo fue comparar estrategias de enseñanza tradicional de clases expositivas y actividades en grupos de discusión, a través del análisis del desempeño en la resolución de problemas y en las prácticas de laboratorio de estudiantes que cursaron Física general y biológica. También, se realizaron encuestas a los estudiantes y a los docentes. El 42 % de los estudian-tes que resolvieron los problemas ricos en contexto y el 10 % de los que resolvieron los problemas con la modalidad tradicional, alcanzaron el nivel de logro “muy bueno”, elaborando producciones más completas, reflexivas y ricas en contenido teórico. El trabajo en grupos de discusión de las actividades de laboratorio tuvo ventajas respecto a la modalidad de clase expositiva, ya que los estudiantes fueron más activos y autónomos. Concluimos que las estrategias de enseñanza que convierten a los estudiantes en protagonistas del proceso de aprendizaje, los motiva a lograr aprendizajes más profundos y duraderos.   Asociación de Profesores de Física de la Argentina 2021-12-12 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaEF/article/view/36005 10.55767/2451.6007.v33.n3.36005 Journal of Physics Teaching; Vol. 33 No. 3 (2021): July - December; 183-195 Revista de Enseñanza de la Física; Vol. 33 Núm. 3 (2021): Julio - Diciembre; 183-195 Revista de Enseñanza de la Física; v. 33 n. 3 (2021): Julho - Dezembro; 183-195 2250-6101 0326-7091 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/36005/36149 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/36005/36150 Derechos de autor 2021 Marta A. Losada, Claudia M. Giletto, Sandra E. Silva1 Silva, María N. Cassino http://creativecommons.org/licenses/by-nc-nd/4.0
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 Innovation
University
Innovación
Universidad
Laboratorio
Problemas
Laboratory
Problems
spellingShingle Innovation
University
Innovación
Universidad
Laboratorio
Problemas
Laboratory
Problems
Losada, Marta A.
Giletto, Claudia M.
Silva, Sandra E.
Cassino, María N.
Motivating teaching strategies in physics for students of agronomics
topic_facet Innovation
University
Innovación
Universidad
Laboratorio
Problemas
Laboratory
Problems
author Losada, Marta A.
Giletto, Claudia M.
Silva, Sandra E.
Cassino, María N.
author_facet Losada, Marta A.
Giletto, Claudia M.
Silva, Sandra E.
Cassino, María N.
author_sort Losada, Marta A.
title Motivating teaching strategies in physics for students of agronomics
title_short Motivating teaching strategies in physics for students of agronomics
title_full Motivating teaching strategies in physics for students of agronomics
title_fullStr Motivating teaching strategies in physics for students of agronomics
title_full_unstemmed Motivating teaching strategies in physics for students of agronomics
title_sort motivating teaching strategies in physics for students of agronomics
description 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.
publisher Asociación de Profesores de Física de la Argentina
publishDate 2021
url https://revistas.unc.edu.ar/index.php/revistaEF/article/view/36005
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first_indexed 2024-09-03T20:40:41Z
last_indexed 2024-09-03T20:40:41Z
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