Estrategia didáctica para abordar el concepto de energía en la clase de Física por medio de la gamificación

Abstract

This document arises from the teaching concern in the physics classes with the tenth grade students of the 10E course, from the Colegio Agustiniano Ciudad Salitre, against the approach to the teaching of physics, which is characterized by having several components, including the theoretical, mathematical and experimental, where it is evidenced that students show a lack of interest in the traditional teaching methodologies and find difficulties in apprehending key concepts for scientific knowledge. In this sense, the need arises to establish a learning strategy that really meets the expectations regarding the understanding of natural phenomena, the acquisition of explanatory tools of their natural environment and strategies that motivate the student with resources according to current times. The applied strategy corresponds to an explanatory bibliographic review that addresses three fundamental axes, among which the following stand out: the difficulties in learning physics, especially the concept of energy, the benefits of gamification as a didactic strategy, and the use of information and communication technologies applied to the teaching of physics. Likewise, it was found that the application of how strategies that can generate challenges within the dynamics of gamification, can promote interest, collective help and allow the student to analyze having a successful appropriation within the physics class.