Estrategia didáctica para el aprendizaje significativo de la física en estudiantes del grupo de profundización en fenomenología y experimentación del Colegio Agustiniano Suba

Abstract

Sciences learning requires the inclusion of motivational educational practices that promote a meaningful and autonomous learning in the students according to their context and the natural events experienced in it; Therefore, the present research aims to present an approach to a didactic strategy that allows the students of the Group for Deepening in Phenomenology and Experimentation of the Agustiniano Suba School, to strengthen their learning process against the topic of movement in physics. To achieve this purpose, a qualitative approach methodology was used with a bibliographic design implementation, which allowed to link the given experience from theory, giving the theoretical support to the topic addressed, therefore, based on the results obtained, the importance of designing a didactic strategy as of a dissenting experiment that integrates both declarative and procedural knowledge is evident, in such a way that it generates interest in the student for learning in the movement in physics; on the other hand, experimentation and motivation are constituted as didactics elements of the teacher to generate meaningful learning in the development of their pedagogical practice. Thus, a methodological proposal is presented from a didactic strategy that allows the inclusion of a discrepant experiment, which looks for promoting in the student the motivation towards learning, as well as his self-evaluation and regulation of attitudes to understand the natural events that he experiences in daily life.