An instructional model for the teaching of physics, based on a meaningful learning theory and class experiences
Practically all research studies concerning the teaching of Physics point out the fact that conventional instructional models fail to achieve their objectives. Many attempts have been done to change this situation, frequently with disappointing results. This work, which is the experimental stage in...
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2016 |
| País: | Brasil |
| Recursos: | Universidade Federal do Rio Grande do Sul (UFRGS) |
| Repositório: | Revista Investigações em ensino de ciências |
| Idioma: | espanhol |
| OAI Identifier: | oai:ojs.www.if.ufrgs.br:article/632 |
| Acesso em linha: | https://ienci.if.ufrgs.br/index.php/ienci/article/view/632 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Instructional model learning physics. Modelo instruccional aprendizaje Física |
| Resumo: | Practically all research studies concerning the teaching of Physics point out the fact that conventional instructional models fail to achieve their objectives. Many attempts have been done to change this situation, frequently with disappointing results. This work, which is the experimental stage in a research project of a greater scope, represents an effort to change to a model based on a cognitive learning theory, known as the Ausubel-Novak-Gowin theory, making use of the metacognitive tools that emerge from this theory. The results of this work indicate that the students react positively to the goals of meaningful learning, showing substantial understanding of Newtonian Mechanics. An important reduction in the study time required to pass the course has also been reported. |
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