Aplicaciones didácticas de técnicas colaborativas y heurísticas en la enseñanza de la Física

Abstract

A society is as efficient as its educational system can be. And this is efficient as long as your students learn meaningfulness. In the twentieth century, the theory of meaningful learning was born in response to the question How do we learn? The thesis presented here seeks to achieve meaningful learning in students taking the physics course. Currently, the need to work collaboratively is insisted. Not only is it an essential capacity in the workplace of a globalized world, it also allows us to learn more and better under certain circumstances. We have to learn to work collaboratively and that this work is efficient. For this reason, the Aronson jigsaw collaborative work technique has been applied in different educational situations such as problem solving, laboratory practice and, for the theoretical preparation of the subject, obtaining results that indicate the improvement of significant learning in the students. In addition, a tool based on Gowin's V has been used, a heuristic tool that allows the link between theory and practice, to promote the ability to solve physics problems in secondary school students, obtaining positive results in the quality of the problems solved. Knowing that the concept maps explain the mental structure of the subject, an objective and quantitative method of qualifying conceptual maps useful for the evaluation of student learning is proposed and validated, obtaining as a result its equivalence with the traditional method of evaluation.