ENSEÑANZA DEL CONCEPTO DE CAMPO MAGNÉTICO A ESTUDIANTES DE PREPARATORIA UTILIZANDO INVESTIGACIÓN DIRIGIDA

Abstract

We present an educational proposal for magnetic field concept teaching, which uses the model known as Oriented Research and using image as a supporting educational resource. The proposal intention is to promote on students, the active science learning through collaborative work. Laboratory and classroom activities used for magnetic field concept teaching to students attending a high school physics course, were administered to the students from two public high schools and to the students from a private high school, from Puebla, México. Students in the first experimental group belonged to a public high school and students in the second experimental group belonged to a private high school, both located at Puebla City. Students in the control groups attended the public high schools, one of them located at Puebla City and the other one at San Miguel Canoa, Puebla. Students performed those activities using collaborative work in an active learning environment. The laboratory activities were designed according to oriented research model and considering the experiment classification proposed by Etkina (2001). In order to use image at the classroom, we designed a material based on the multimedia Supercomet which is available through the internet and has been used for physics teaching (Luisa Ma. Fernández y col., 2010), as well as for physics teacher‟s training. We would like to point out that proposal was applied only during classroom and laboratory sessions corresponding to magnetic field concept. Therefore, only during three sessions the students performed collaborative work. We revised obtained results using the method presented by Lara Barragán (2008), namely Oi – X – Of, where Oi is the pre-test, X is didactic sequence application and Of is post-test. We show pre-test and post- test answer distribution in the results section. From results we calculated the normalized gain (Hake, 2007) finding that experimental groups yielded a big value compared to the value obtained for control groups. Based on the statistic Student´s t (Mendenhall, 2008) we concluded that this proposal is effective for magnetic field concept teaching and could be useful for the teaching of a whole introductory physics course. We also intend that, laboratory activities and interactive audiovisual material made for this proposal be available for high school teachers in order to improve physics teaching in this educational level.