Teaching physics through contextualized concept cartoons

Enseñanza de la física mediante Historietas Conceptuales Contextualizadas

Palabras clave: innovation, narratives, motivation, learning, cartoons (en_US)
Palabras clave: innovación, narrativas, motivación, aprendizaje, comics (es_ES)

Resumen (en_US)

This document present the results of a research in the use of Cartoon in teaching of physics. The methodology of mixed approach, involved at first the design and use of Concept Contextualized Cartoons, as well their validation and implementation among groups of high school students. Secondly, a motivational scale regarding the use of cartoons and the teaching of physics was adapted and applied. The results describe the characteristics of the questions formulated by the students when interacting with the cartoon, specifically in relations the scientific knowledge associated to three phenomena of study: Atmospheric Electric discharges – Thunderbolt, Electric Current and Polarization. Furthermore, the cartoons didactic potential was identified in relation to the categories of the motivational scale, which highlights significant motivational levels associated with the relationship with life and the importance of the physics class.

Resumen (es_ES)

En este estudio se investigó el uso de historietas en la enseñanza de la física. La metodología de enfoque mixto involucró el diseño y uso de Historietas Conceptuales Contextualizadas, así como su validación e implementación entre grupos de estudiantes de secundaria. Posteriormente, se adaptó y aplicó una escala motivacional sobre el uso de los dibujos animados y la enseñanza de la física. Los resultados obtenidos describen las características de las preguntas formuladas por los estudiantes al interactuar con la caricatura, en relación con el conocimiento científico y los conceptos asociados a tres fenómenos estudio, las descargas eléctricas, la polarización y la corriente eléctrica. Además, se identificó el potencial didáctico de las historietas en relación con las categorías de la escala motivacional, que destaca los niveles de motivación significativos asociados a la vida cotidiana y la clase de física.

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Biografía del autor/a

Gloria Patricia Romero-Osma, Politécnico Internacional

Licenciada en Fisica, Magister en educacion con enfasis en enseñanza de las ciencias y la tecnologia por la Universidad Distrital Francisco Jose de Caldas. Actualmente trabaja en 

el Politécnico Internacional (Bogotá, Colombia).

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Cómo citar
Reyes-Roncancio , J. D., Romero-Osma, G. P., & Bustos-Velazco, E. H. (2019). Enseñanza de la física mediante Historietas Conceptuales Contextualizadas . Revista científica, 3(36). https://doi.org/10.14483/23448350.15156
Publicado: 2019-08-16
Sección
Educación Científica