IMASL   20939
INSTITUTO DE MATEMATICA APLICADA DE SAN LUIS "PROF. EZIO MARCHI"
Unidad Ejecutora - UE
artículos
Título:
Influencia del texto y del contexto en la Resolución de Problemas de Física
Autor/es:
JULIO BENEGAS Y MYRIAM VILLEGAS
Revista:
Lat. Am. J. Phys. Educ
Editorial:
LAPEN
Referencias:
Lugar: Mexico DF; Año: 2011 vol. 5 p. 217 - 225
ISSN:
1870-9095
Resumen:
The research in Physics Education has shown the relevance of the context in the conceptual learning of Physics. The context has been shown also relevant for the transfer of knowledge and for the development of problem solving abilities. But the importance of context in student performance, usually assessed in Physics through problem solving has received less attention. In this work are presented the preliminary results of an exploratory study in which problems of identical physics, but written in different formats, classical end-of-the-chapter or Context Rich, are solved by introductory physics students majoring in physics and mathematics in an Argentinean public university. The physical situation has also been changed: one regards applying physics to the every day experience of moving a heavy box on a horizontal floor, while the other is closer to the kind of instructional situations found in most introductory physics books. The preliminary results show that these students, trained in solving problems with both types of texts, perform clearly better in problems corresponding to the instructional situation than in everyday situations, with little effect regarding the type of text. There is also some evidence that in solving the everyday situation student tend to apply rather naïve knowledge, postponing or ignoring their instruction regarding physics concepts and problem solving strategies. A few recommendations for the teaching of introductory physics courses are presented and discussed.