Enseñanza del movimiento parabólico mediante el uso de un simulador interactivo desde la perspectiva del aprendizaje por descubrimiento

Abstract

One of the most relative studies from the perspective of discovery learning is the content to be learned autonomously by the individual himself. In the teaching of parabolic movement from the physics subject, applied to tenth grade students in Colombian secondary education of the Hernando Caicedo de la Paila Valle School, a didactic sequence was carried out through the use of an interactive simulator where there were 30 students; conforming a control group and an experimental group, both with 15 learners; the reference group was approached the subject under study in the traditional educational way, while the experimental group was carried out the educational tool that was the subject of study, in order to determine the effectiveness and ownership in the instructional process. It was found that the use of interactive simulators and the pedagogical strategy applied to the discovery showed that the control group had 23.33% of correct answers in the initial form applied and in the final 53.33% of correct answers respectively, as well as a normalized learning gain of 0.80. The data found evidenced significant learning, highlighting the effectiveness of the application of the discovery method in the didactic sequence of the parabolic movement as support for the processes of teaching physics for high school students.