Design of a strategy for the use of digital simulators in the teaching of physics to university students
Diseño de una estrategia para el empleo de simuladores digitales para la enseñanza de la física en estudiantes universitarios
DOI:
https://doi.org/10.56712/latam.v6i2.3697Palabras clave:
educational technology, digital simulators, motivation to learn, learning physical sciences, ICT in educationResumen
There is a great problem in Mexican Higher Education Institutions due to the deficiencies of knowledge that the students present in the science area, this because, among other factors, to the lack of motivation and interest to learn it. This article proposes the design of a strategy for the use of free access digital simulators for Physics Foundations course students, seeking to increase their interest in learning physics and improve their learning outcomes, as well as offer a basic starting point that helps teachers and researchers to consider all the necessary characteristics for the design of strategies to use them in various subjects. In this strategy, three digital simulators were used: the virtual laboratory of free fall movement simulates throwing different objects from Pisa Tower and selecting the gravity, it returns the results of time, speed and route; I.E.S. Aguilar and Cano simulator allows the user to experiment the result of throwing a ball up, playing with the values of initial velocity and initial height, thus being able to observe the variations obtained as soon as to height-time and velocity-time and the projectile movement; finally the Phet simulator, allows launching various objects from a cannon, varying the values of height, angle, mass and diameter, this simulator is part of the PhET Interactive Simulations project at the University of Colorado which creates free interactive math and science simulations. In addition, evaluation instruments were designed for each simulator, which were applied to the students after the teacher's explanation on two different occasions.
Descargas
Citas
Centro Nacional de Evaluación para la Educación Superior. (2021). Estadísticas del Examen Nacional de Ingreso a la Educación Superior en el año 2021. https://lookerstudio.google.com/u/0/reporting/d48443cd-1fc5-447b-b05c-d817308f2807/page/p_vib00tq4tc?s=gOXAvladDxI
Centro Nacional de Evaluación para la Educación Superior. (2020). Resultados del Examen Nacional de Ingreso a la Educación Superior en el año 2020. https://ceneval.edu.mx/wp-content/uploads/2021/07/EX-EXANI-II-Estadisticas-EXANI-II-2020.pdf
Centro Nacional de Evaluación para la Educación Superior. (2019). Resultados del Examen Nacional de Ingreso a la Educación Superior en el año 2019. https://ceneval.edu.mx/wp-content/uploads/2021/07/EX-EXANI-II-Estadisticas-EXANI-II-2019.pdf
Centro Nacional de Evaluación para la Educación Superior. (2018). Resultados del Examen Nacional de Ingreso a la Educación Superior en el año 2018. https://ceneval.edu.mx/wp-content/uploads/2021/07/EX-EXANI-II-Estadisticas-EXANI-II-2018.pdf
Centro Nacional de Evaluación para la Educación Superior. (2017). Resultados del Examen Nacional de Ingreso a la Educación Superior en el año 2017. https://ceneval.edu.mx/wp-content/uploads/2021/07/EX-EXANI-II-Estadisticas-EXANI-II-2017.pdf
Rius, M. (20 de febrero de 2010). Escolares sin motivación. La Vanguardia. http://www.lavanguardia.com/vida/20100220/53894247813/escolares-sin-motivacion.html
Martínez-Otero Pérez, V. (2009). Investigación y reflexión sobre condicionantes del fracaso escolar. Revista Latinoamericana de Estudios Educativos, 39(1-2), 11–38. https://rlee.ibero.mx/index.php/rlee/article/view/423
Feito Alonso, R. (2009). Éxito escolar para todos. Revista Iberoamericana de Educación, 50, 131–151. https://doi.org/10.35362/rie500666 DOI: https://doi.org/10.35362/rie500666
Flores Torres, I., González Cruz, G. y Rodríguez Rivera, I. (2013). Estrategias de enseñanza para abatir la apatía del alumno de secundaria. Revista Iberoamericana para la Investigación y el Desarrollo Educativo, 10, 1-8. https://1-11.ride.org.mx/index.php/RIDESECUNDARIO/article/view/316/309
Mendoza Rojas, H. J., y Placencia Medina, M. D. (2018). Uso docente de las tecnologías de la información y comunicación como material didáctico en Medicina Humana. Investigación en Educación Médica, 7(26), 54-62. https://doi.org/10.1016/j.riem.2017.04.005 DOI: https://doi.org/10.1016/j.riem.2017.04.005
United Nations Educational, Scientific and Cultural Organization. (2013). USO DE TIC EN EDUCACIÓN EN AMÉRICA LATINA Y EL CARIBE. Análisis regional de la integración de las TIC en la educación y de la aptitud digital (E-readiness). Instituto de Estadística de la UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000219369
Jiménez-Saavedra, S. A. (2014). Tecnología educativa: campos de formación y perfil diferencial. Revista Iberoamericana de Educación Superior, 5(14), 125-141. https://doi.org/10.22201/iisue.20072872e.2014.14.135 DOI: https://doi.org/10.22201/iisue.20072872e.2014.14.135
Hwang, F. K. (2006, August 20-25). An instruction model for modeling with simulations: How to help student build their own model with simulations. In GIREP Conference 2006, Amsterdam, Netherlands.
Holzinger, A., Kickmeier-Rust, M. D., Wassertheurer, S. & Hessinger, M. (2009). Learning performance with interactive simulations in medical education: Lessons learned from results of learning complex physiological models with the HAEMOdynamics SIMulator. Computers & Education, 52(2), 292-301. https://doi.org/10.1016/j.compedu.2008.08.008 DOI: https://doi.org/10.1016/j.compedu.2008.08.008
Díaz Pinzón, J. E. (2017). Importance of Phet simulation in teaching and learning equivalent fractions. Revista Educación y Desarrollo Social, 11(1), 48-63. https://doi.org/10.18359/reds.2011 DOI: https://doi.org/10.18359/reds.2011
Díaz Pinzón, J. E. (2018). Aprendizaje de las Matemáticas con el uso de Simulación. Sophia Educación, 14(1), 22-30. https://doi.org/10.18634/sophiaj.14v.1i.519 DOI: https://doi.org/10.18634/sophiaj.14v.1i.519
Ortega Cantero, M. & Bravo Rodríguez, J. (2001). Sistemas de interacción persona - computador. Universidad de Castilla-La Mancha.
Sahin, S. (2006). COMPUTER SIMULATIONS IN SCIENCE EDUCATION: Implications for Distance Education. Turkish Online Journal of Distance Education-TOJDE. 7(4), 132-145. https://eric.ed.gov/?id=ED494379
Joyce, B., Weil, M. & Calhoun, E. (2002). El aprendizaje a partir de las simulaciones. In Modelos de enseñanza. (Vol. 1, pp. 394-406). Gedisa.
Lunce, L. M. (2007). An investigation of the use of instructional simulations in the classroom as a methodology for promoting transfer, engagement and motivation. University of North Texas. https://digital.library.unt.edu/ark:/67531/metadc3943/
