Aprendizaje activo y significativo de la ley de Ohm en estudiantes de nivel medio superior.

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Bibliographic Details
Title:	Aprendizaje activo y significativo de la ley de Ohm en estudiantes de nivel medio superior.
Authors:	Mora, César^1,2 ceml36@gmai.com, Antonio Moreira, Marco¹, Meneses Villagrá, Jesús Ángel²
Source:	Latin-American Journal of Physics Education. Dec2022, Vol. 16 Issue 4, p1-5. 5p.
Abstract (English):	In this paper we present the implementation and evaluation of an active and meaningful teaching strategy for Ohm's law in high school students, this was proposed by combining the methodology of Interactive Demonstrative Classes and Potentially Significant Teaching Units and the results obtained. They are very favorable to improve conceptual learning. PhET computer simulations were used as support activities. We present the results obtained from the Hake learning gain factor, and from a semantic differential questionnaire, which show encouraging results. [ABSTRACT FROM AUTHOR]
Abstract (Spanish):	En este artículo presentamos la implementación y evaluación de una estrategia de enseñanza activa y significativa para la ley de Ohm en estudiantes de nivel medio superior, esto se propuso combinando la metodología de las Clases Demostrativas Interactivas y las Unidades de Enseñanza Potencialmente Significativa y los resultados obtenidos son muy favorables para mejorar el aprendizaje conceptual. Como actividades de apoyo se utilizaron simulaciones computacionales PhET. Presentamos los resultados obtenidos del factor de ganancia del aprendizaje de Hake, y de un cuestionario de diferencial semántico, los cuales muestran resultados alentadores. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	In this paper we present the implementation and evaluation of an active and meaningful teaching strategy for Ohm's law in high school students, this was proposed by combining the methodology of Interactive Demonstrative Classes and Potentially Significant Teaching Units and the results obtained. They are very favorable to improve conceptual learning. PhET computer simulations were used as support activities. We present the results obtained from the Hake learning gain factor, and from a semantic differential questionnaire, which show encouraging results. [ABSTRACT FROM AUTHOR]
ISSN:	18709095