El aprendizaje de velocidad constante, masa, fuerza y aceleración uniforme por los estudiantes de secundaria por medio de técnicas colaborativas, los KCs y las curvas de aprendizaje

Abstract

The low lasting assimilation in physics’ concept requires the need for continuous improvement in teaching. In response, the present work, applied to a group of middle school students’ cycle of 2009/2010, associates the collaborative techniques in learning the concept “force” to the static case. The work is based in the hypothesis that if the attitude towards the collaborative work improves then it also improves learning. To make the comparison between these attitudes and physical learning, four levels of maturity in the collaborative work and appropriation of physical concepts should be used. These maturity levels were generally defined by Piaget and were concretized and redefined by the author of this work from two years of experience in the using of these collaborative techniques. There will be a correlation between concepts of maturity and learning levels. This correlation has being realized from the most basic concepts up to the nodal theme –the calculus in the resulting application of a pair of forces acting on a fixed point. As a continuation and improvement of this work it is also considered an implementation to the next middle school students’ cycle 2010/2011 of collaborative techniques and the definition and implementation of KCs (knowledge components); and to measure the progress in knowledge we use curves of learning; graphical errors vs. attempts, between each attempt we use the techniques involved in short periods of time but enough. The type of erroneous component is also considered.