Detección y corrección de ideas previas erróneas en la praxis docente de la física con apoyo de las TIC
- Autores: Joan Soler Ruiz
- Directores de la Tesis: Francisco Javier Villasevil Marco (dir. tes.)
- Lectura: En la Universitat Politècnica de Catalunya (UPC) ( España ) en 2016
- Idioma: español
- Tribunal Calificador de la Tesis: Albert Casas Ponsatí (presid.), Pedro Andrada Gascón (secret.), Amparo Cortés Lucas (voc.)
- Materias:
- Enlaces
- Tesis en acceso abierto en: TDX
- Resumen
In recent years with the emergence of new technologies, physics education has evolved towards more flexible and modern praxis. The master class where the teacher stands as main protagonist has been giving way to models in which the student is more participatory. There are different strategies that lead back these traditional channels toward more cooperative environment among students. Even textbooks have evolved into better resentations, better illustrations, clarity in the presentation of concepts, etc. This change has taken place only in form but not in substance. Throughout the years of teaching at the university it is found that students begin their studies with a set of misconceptions which are repeated year after year. This deficit is due to the progressive lack of the student interest and sometimes due to the too large extension of the programs to be covered. One of the most significant facts is that the Newton's third law it has been assimilated incorrectly. A well-known example is the one of the normal-weight forces in a block of m mass, where the student confuses the forces with an action-reaction pair. And the problem is that this fact is always repeated and there is no perception of changing the praxis to amend the error. The praxis carried out in different scenarios, both in text books as on internet, encourages students to acquire a misconception of the law. In this paper it is realized a full detailed study of the different reasons in which the students are "tempted" to acquire this wrong concept and it is proposed a methodology for students to acquire a cognitive model. The methodology proposed is based on crumbling the process of solving exercises on more basic stages which allow the students learn to learn, that is to say, strengthen their metaknowledge. It's about to use the same protocol to realize every exercise of dynamics, always applying the same steps and do that to reinforce its cognitive model. It means introducing a change in the praxis, different to the rest of scenarios: when building the diagram of free body for the various elements of the system, there is an obligation to indicate always the pair of action and reaction forces, although some of them would be irrelevant. This repetitive process in which every time that an interaction is analyzed it is indicated the pair of forces, allows to reinforce and learn the truly meaning of Newton's third law. The usual praxis that omit some of the pair of forces due to they are not necessary for the analytical study, induces students to ambiguities and wrong extrapolations. This new praxis is a significant change in the habits of teachers but ensures that students who follow this methodology, will completely abandon all the misconceptions and also will allow them to face new exercises without any difficulty, as they have learned to learn. The difference eradicates in the perspective of the students that until now was to see the exercises as different from each other and they did not have any method to solve them. They rely too much on the visual and mimetic comparison with prior exercises. With the new methodology, the students will see all the exercises as the same and will resolve them with a very strong pattern which will achieve their goal without any kind of effort. The commitment for this methodology allows us to break this conceptual error, whereas if we continue with traditional praxis, it is possible that our students complete their studies with these misconceptions, and if they become teachers, they will transmit their misconceptions to future generations and so on to infinity.
