Thesis
APRENDIZAJE ACTIVO DEL CAMPO ELÉCTRICO EN ESTUDIANTES DE INGENIERÍA
Autor
SANDOVAL MARTÍNEZ, MANUEL
Institución
Resumen
We show a methodological proposal based on Active Learning Physics supported by Physics by Inquiry methodology, which is designed to promote collaborative learning in engineering or science students. We exhibit a sequence didactic with 10 activities named Learning Activities for Electric Field, which have different abstraction level in order to improve skills in their reasoning about basic electrostatic phenomena. These activities pretend enhancement the comprehension about electric field concept and its relationship with electric force caused on a particle charge. We included two lab workshops whose objectives are determined length and direction of electric field qualitatively between two parallel plates (capacitor). Analysis response of activities mentioned show that maturities in students´ reasoning was increasing progressively because during the first activities students used intuitively way concepts, however with these activities students´ responses (most of them) exhibit a better way to use the concept mentioned. We observed too, on these students collective participation improve in their team, which allow share and improve their reasoning. The activities were applied to engineering students who´s were enrolled in Electricity and Magnetism course; our experimental group had 30 students and our control group had 205 students.
For analysis data we used concentration factor tool, which allow obtain an analysis with more detail in mental models that students have starting the course and can show advances reach in their reasoning at the end of instruction. This tool allow obtain a plot with four regions, which labeled depending score and concentration factor reach in each questions, and allow view students mental models changes in each questions. Results show significant advances in experimental group because at beginning of the course 75% of pattern response appear on random zone, 15% on two model zone (incorrect) and 10% on two model zone (one correct and one incorrect); at the end of instruction pattern response on random zone decreases 25%, two model zone (incorrect) increases 10%, two model zone (one correct and one incorrect) increase 20% and we have 5% in high zone (one model correct); this is an significant advance. In other hand, control group students had not significant advance because their pattern responses appear on random zone before and after instruction. Control group gain was 0.7% and experimental group gain was 10.46%.