Aprendizaje de los conceptos masa, peso y gravedad en los estudiantes de grado noveno a través de modelos didácticos analógicos

Abstract

In natural science classes when dealing with the concept of mass, weight and gravity, students often show confusion in their conceptualization and understanding. To face the difficulties of conceptualization and understanding of the relationships and interactions between mass, weight and gravity, an intervention based on the Analogue Didactic Models was carried out. The design of the proposal assumes that concepts and definitions in experimental sciences can be approached according to the categories proposed by Domenech (1992): ontological, functional, operational, relational and transpositional. It was also considered that to address this problem it was necessary to consider the ways of learning of students, to this extent the activities presented auditory, visual and kinesthetic elements that, articulated through analogies as teaching tools, act as facilitators of learning of abstract concepts such as mass, weight, gravity. The focus of the research was qualitative descriptive and was carried out in four phases distributed as follows. In the first phase, a characterization of the population was carried out to collect general data of the context. In the second phase the intervention was planned, which was developed in five moments, each with activities that allowed to involve the students in the construction of their knowledge. The third phase consisted in the application of the intervention based on Analogue Didactic Models, structured from the proposal of Viau, Moro, Zamorano and Gibbs(2007) who cited Brown and Clement (1989) as a working principle to involve the student in the process of analogical reasoning in an interactive teaching context. Finally, in the fourth phase, evaluation and analysis of the results of the intervention was carried out. The results obtained after the intervention show that the Analog Didactic Model allowed the students to build knowledge and understand phenomena, this being a great change, since the students initially gave answers with transpositional characteristics, that is, alternate or similar ideas elaborated. After the intervention a consolidation of the learning is evidenced, since the students show the comprehension of the concepts as well as the relationships and interactions that appear between the magnitudes of learning objects.