Aprendizaje de la física a través del aprendizaje significativo: en la facultad de Ingeniería Civil de la Universidad La Gran Colombia

Montañez Vega, Héctor Fabio; Vivas Vargas, Jairo

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Date

2016

Author

Montañez Vega, Héctor Fabio

Vivas Vargas, Jairo

Título obtenido

Magister en Educación

Director de tesis

Medina Bejarano, Roberto

Publicador

Universidad La Gran Colombia

Facultad

Facultad de Postgrados

Programa

Maestría en Educación

TY - GEN T1 - Aprendizaje de la física a través del aprendizaje significativo: en la facultad de Ingeniería Civil de la Universidad La Gran Colombia AU - Montañez Vega, Héctor Fabio AU - Vivas Vargas, Jairo Y1 - 2016 UR - http://hdl.handle.net/11396/3974 PB - Universidad La Gran Colombia AB - The subject of Physics, for several years, has been an academic hurdle for the high dropout rate and dropout rates in the first half, in the Faculty of Engineering. On this issue there are studies about academic and nonacademic factors, where models for teaching physics in the first semesters are presented. It is still considered that the process of teaching and learning of physics is difficult and is reflected in high rates of repetition of freshmen in universities in Latin America. Most teachers considered as the main factor of this problem, poor preparation of students in the area of mathematics, the lack of conceptual prerequisites in physics and not appropriate methodologies are used to present content. The Ministry of Education recognized that the highest percentage of college dropout occurs in engineering careers. Low academic levels that occur in the area of Physical our students, and evaluation processes that manage teachers, regardless of the reality of the population that comes to college, have motivated pedagogical strategies to help new students achieving meaningful learning processes, which is the basis of the proposal of this research available to be applied and fed back in the different faculties of engineering in the country. His interest is set to design a proposal where the evaluation becomes a pedagogical training strategy for the construction of conceptual, procedural and attitudinal meanings, and implement new teaching and metacognitive bets to support meaningful learning in the area of physics, and where evaluation is seen as an important component in the teaching-learning process ER - @misc{11396_3974, author = {Montañez Vega Héctor Fabio and Vivas Vargas Jairo}, title = {Aprendizaje de la física a través del aprendizaje significativo: en la facultad de Ingeniería Civil de la Universidad La Gran Colombia}, year = {2016}, abstract = {The subject of Physics, for several years, has been an academic hurdle for the high dropout rate and dropout rates in the first half, in the Faculty of Engineering. On this issue there are studies about academic and nonacademic factors, where models for teaching physics in the first semesters are presented. It is still considered that the process of teaching and learning of physics is difficult and is reflected in high rates of repetition of freshmen in universities in Latin America. Most teachers considered as the main factor of this problem, poor preparation of students in the area of mathematics, the lack of conceptual prerequisites in physics and not appropriate methodologies are used to present content. The Ministry of Education recognized that the highest percentage of college dropout occurs in engineering careers. Low academic levels that occur in the area of Physical our students, and evaluation processes that manage teachers, regardless of the reality of the population that comes to college, have motivated pedagogical strategies to help new students achieving meaningful learning processes, which is the basis of the proposal of this research available to be applied and fed back in the different faculties of engineering in the country. His interest is set to design a proposal where the evaluation becomes a pedagogical training strategy for the construction of conceptual, procedural and attitudinal meanings, and implement new teaching and metacognitive bets to support meaningful learning in the area of physics, and where evaluation is seen as an important component in the teaching-learning process}, url = {http://hdl.handle.net/11396/3974} }

Abstract

La asignatura de Física, desde hace varios años, ha sido un obstáculo académico por el índice tan alto de pérdida y deserción en el Primer Semestre, en las Facultades de Ingeniería. Sobre este problema existen estudios acerca de los factores académicos y no académicos, donde se presentan modelos para la enseñanza de la Física en los primeros semestres. Se sigue considerando que el proceso de la enseñanza y el aprendizaje de la Física es difícil y se refleja en altos índices de repitencia de estudiantes de Primer Semestre, en las universidades de América Latina. La mayoría de los docentes considera, como factor principal de este problema, la mala preparación de los estudiantes en el área de matemáticas, la falta de pre-requisitos conceptuales en Física y que no se utilizan metodologías adecuadas para presentar los contenidos. El Ministerio de Educación reconoció que el mayor porcentaje de deserción universitaria se presenta en carreras de Ingeniería. Los bajos niveles académicos que presentan en el área de Física nuestros estudiantes, y los procesos evaluativos que manejan los docentes, sin tener en cuenta la realidad de la población que llega a la universidad, han motivado estrategias pedagógicas que permitan ayudar a los nuevos estudiantes en el logro de procesos de aprendizaje significativos, lo cual es la base de la propuesta de esta investigación, disponible para ser aplicada y retroalimentada en las diferentes Facultades de Ingeniería del país. Su interés está puesto en diseñar una propuesta donde la evaluación se convierta en una estrategia formativa pedagógica para la construcción de significados conceptuales, procedimentales y actitudinales, e implementar nuevas apuestas didácticas y metacognitivas para apoyar el aprendizaje significativo en el área de Física, y donde la evaluación sea vista como un componente de suma importancia en el proceso enseñanza aprendizaje

Abstract

The subject of Physics, for several years, has been an academic hurdle for the high dropout rate and dropout rates in the first half, in the Faculty of Engineering. On this issue there are studies about academic and nonacademic factors, where models for teaching physics in the first semesters are presented. It is still considered that the process of teaching and learning of physics is difficult and is reflected in high rates of repetition of freshmen in universities in Latin America. Most teachers considered as the main factor of this problem, poor preparation of students in the area of mathematics, the lack of conceptual prerequisites in physics and not appropriate methodologies are used to present content. The Ministry of Education recognized that the highest percentage of college dropout occurs in engineering careers. Low academic levels that occur in the area of Physical our students, and evaluation processes that manage teachers, regardless of the reality of the population that comes to college, have motivated pedagogical strategies to help new students achieving meaningful learning processes, which is the basis of the proposal of this research available to be applied and fed back in the different faculties of engineering in the country. His interest is set to design a proposal where the evaluation becomes a pedagogical training strategy for the construction of conceptual, procedural and attitudinal meanings, and implement new teaching and metacognitive bets to support meaningful learning in the area of physics, and where evaluation is seen as an important component in the teaching-learning process

URI

http://hdl.handle.net/11396/3974

Collections

Maestría en Educación [104]