El trabajo experimental en física como estrategia de motivación. Un trabajo de años
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Fecha
2013
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Facultad de Humanidades y Artes de la Universidad Nacional de Rosario. Escuela de Ciencias de la Educación.
Resumen
Descripción
La predisposición a realizar actividades está en estrecha relación con la motivación.
En la práctica socioeducativa de los educandos, el desarrollo de las esferas
motivacional y cognitiva es de vital importancia en la formación del alumno. Las motivaciones
que tiendan a que el individuo permanezca en actividad por sí mismo (motivaciones
intrínsecas) son las que producen los mejores resultados en los procesos y
aprendizaje. Cuando hablamos de motivación en la práctica docente, casi nunca se la
relaciona con el docente y sólo se le pide que sea capaz de estimular a sus alumnos.
¿Pero un docente desmotivado, puede motivar a sus alumnos?
Dentro de este contexto, el trabajo que presentamos aspira a acercar a docentes
y alumnos de primaria y secundaria algunas experiencias didácticas de física por medio
de las cuales los alumnos puedan construir su propio conocimiento. Ellos realizan las
experiencias propuestas e intentan diseñar nuevos experimentos como respuesta a
situaciones problemáticas y desafíos planteados, con la ayuda y la guía del docente.
Trabajamos con materiales comunes y accesibles que permitan demostrar, con
montajes sencillos, fenómenos físicos cotidianos y que sean fácilmente reproducibles
por los alumnos en sus hogares así como por los docentes en sus aulas.
The predisposition to perform activities is in close relation with one’s motivation. In the socio-educational practice of the students, the development of the motivational and cognitive areas is of vital importance in to the learners’ growth. This motivation that moves individual learners to engage in an activity by himself/herself is that type of motivation (intrinsic motivation) that produces the best results in the teaching and learning processes. When we talk about motivation in the teaching practice, this is seldom related to the teacher and it is only referred to in relation to the ability to stimulate the students. However, can a demotivated teacher motivate his/her students? Within this context, the work we present aims to offer teachers and students of primary and secondary education some didactic physics experiences by means of which the students can build their own knowledge. The participating learners carry out the suggested tasks and experiences and try to design new experiments in response to problematic situations and challenges presented, with the help and guidance of teachers. We work with common and accessible materials to demonstrate, with simple configurations, everyday physical phenomena that are easily reproducible by the students in their homes as well as teachers in their classrooms.
The predisposition to perform activities is in close relation with one’s motivation. In the socio-educational practice of the students, the development of the motivational and cognitive areas is of vital importance in to the learners’ growth. This motivation that moves individual learners to engage in an activity by himself/herself is that type of motivation (intrinsic motivation) that produces the best results in the teaching and learning processes. When we talk about motivation in the teaching practice, this is seldom related to the teacher and it is only referred to in relation to the ability to stimulate the students. However, can a demotivated teacher motivate his/her students? Within this context, the work we present aims to offer teachers and students of primary and secondary education some didactic physics experiences by means of which the students can build their own knowledge. The participating learners carry out the suggested tasks and experiences and try to design new experiments in response to problematic situations and challenges presented, with the help and guidance of teachers. We work with common and accessible materials to demonstrate, with simple configurations, everyday physical phenomena that are easily reproducible by the students in their homes as well as teachers in their classrooms.
Palabras clave
Motivación docente–alumno, Experimentación, Interactividad, Física, Teacher–student motivation, Experimentation, Interactivity