Bibliographic Details
| Title: |
El uso de calculadoras con sensores en el aprendizaje de circuitos eléctricos. |
| Authors: |
Quezada-Espinoza, Mónica1, Zavala, Genaro1 genaro.zavala@itesm.mx |
| Source: |
Latin-American Journal of Physics Education. Dec2014, Vol. 8 Issue 4, p4507-1-4507-10. 10p. |
| Abstract (English): |
This study proposes the use of calculators that are capable of connecting sensors to facilitate the use of active learning strategies in which laboratory equipment is used. The strategy used was Real-time physics [1] modified so that instead of being used with computers, calculators were used. To demonstrate the effectiveness of this strategy, the conceptual understanding and student conduct with two electrical circuits practices using two active learning strategies are compared: 1) Real-time physics [1] and graphing calculators with sensors and 2) Tutorials for introductory physics [2]. The sample was a total of 200 students from a private Mexican university with half of the students the first strategy was implemented and with the other half the other strategy was implemented. A multiple choice test was used to find that both groups had very similar conceptual understanding. With a systematic observation and a survey we found that students showed more interactivity and interest when Real time physics was used. This work will present the advantages of using graphing calculators with probes in physics laboratories. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
En este estudio se propone el uso de calculadoras con capacidad de conexión de sensores para facilitar la utilización de estrategias de aprendizaje activo en las cuales se use equipo de laboratorio. La estrategia utilizada fue Física en tiempo real [1] modificada para que en lugar de usarse con computadoras, se utilice con calculadoras. Para demostrar la eficacia de esta estrategia, se compara el entendimiento conceptual y la conducta de los estudiantes al realizar dos prácticas de circuitos eléctricos utilizando dos estrategias de aprendizaje activo: 1) Física en tiempo real [1] con calculadoras graficadoras y sensores y 2) Tutoriales para física introductoria [2]. Se tomó una muestra de 200 estudiantes en una universidad privada mexicana con quienes aproximadamente la mitad se implementó la primera estrategia y con la otra mitad se implementó la segunda estrategia. A través de un test de opción múltiple se encontró que los dos grupos lograron un entendimiento conceptual comparable. Con una observación sistemática y una encuesta se encontró que Física en tiempo real con calculadora promueve una mayor interacción entre los estudiantes. En el trabajo se detallan las ventajas de utilizar calculadoras graficadoras en laboratorios de física introductoria. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
