Investigación de Aula en una Clase Magistral de Física -
Calor – Ondas
Tomas Rada Crespo Ph.D. Profesor del Dpto de Física
Universidad del Norte [email protected]
A. < 20 estudiantes
B. 20 – 50 estudiantes
C. 50 – 100 estudiantes
D. 100 – 150 estudiantes
E. > 150 estudiantes
¿Qué tan grande son sus cursos?
¿Cuál campo del saber representan los participantes?
A. Ciencias
B. Matemáticas
C. Artes
D. Lenguas extranjeras
E. Otros
Un poco de historia
• En 2011 comenzó la clase magistral en Física Calor Ondas.
• Este cursó pasó de un curso regular de 24 a grupos de 80-120 estudiantes
• Los primeros dos semestres fueron realizados en la forma tradicional.
• El porcentaje de estudiantes que retiraban antes o perdían la asignatura se incrementó considerablemente.
Antecedentes
• De acuerdo a la opinión de los estudiantes:
Sienten que es difícil participar en cursos grandes,
Sus profesores no los conocen en esos cursos.
El ambiente en la clase en estos cursos no son buenos para su concentración.
…
Aprovechando una oportunidad!
Gracias a una iniciativa lanzada en uninorte en 2012 para promover cambios en la estrategia de enseñanza,
• el proyecto comenzó :
1. para promover aprendizaje significativo activo en los estudiantes,
2. para mejorar los resultados globales en los estudiantes.
¿Qué hacer?
• El curso e convirtió en un reto pedagogico
• Acciones: 1. Sacudir el rol pasivo de los estudiantes Se
introdujeron clickers
2. trabajar en el compromiso de los estudiantes Lecturas previas y experimentos demostrativos
3. Encontrar respuestas acerca de como los estudiantes aprenden algunos temas claves en los relacionados con los programas de ingeniería Comenzó SoTL.
• Pregunta problema :
• ¿Qué grupo, de una clase magistral, obtiene mejores resultados al determinar el ángulo de fase de un mov armónico simple, a través de la aproximación matemática o gráfica?
Conexión
Teoría Experimento
Mundo Real
Vibrations Oscillations
HSM is a component of wave
Movimiento Armonico Simple MAS
Simple Harmonic Motion (SHM)
x(t) = A cos( t + )
Amplitude Angular
frequency Phase angle Displacement
Velocity, v, Acceleration, a, vmax, amax,
frecuency, f, Period, T, mass, m, Elastic constant,
k, Force, F,
Kinetic Energy, Ek, Potential Energy, Ep ,,
Model
mass
k
Model
mass
k
Simple Harmonic Motion (SHM)
~
A ~
Imagine a block of mass20 kg attached to a end of a spring that oscillates with SHM along the x axis. Initially, (t=0), it is located at -4 cm away from the origin x=0, it has a speed of -15 cm/s and an acceleration of 100 cm/s2.
Simple Harmonic Motion (SHM) Graph vs. Equation
~
A ~
Graphical Approach
Imagine a block of mass 20 kg attached to a end of a spring that oscillates with SHM along the x axis. Initially, (t=0), it is located
at -4 cm away from the origin x=0, it has a speed of -15 cm/s and an acceleration of
100 cm/s2.
Mathematical Approach
Questions: a) Determine the angular frequency. b) Determine the Phase angle.
Additionally: c) Write the HSM equation )cos()( tAtx
Some mathematical relations are needed
Results Graph vs. Equation
~
A ~
Imagine a block of mass 20 kg attached to a end of a spring that oscillates with SHM along the x axis. Initially, (t=0), it is located
at -4 cm away from the origin x=0, it has a speed of -15 cm/s and an acceleration of
100 cm/s2.
Graphical Approach Mathematical Approach
76% 71% 70%
33%
0%
20%
40%
60%
80%
100%
Attempt Right Attempt Right
Graphical Approach
Graph
83%
60%
84%
44%
0%
20%
40%
60%
80%
100%
Attempt Right Attempt Right
Mathematical Approach
A
Math
Results
83%
60%
84%
44%
76%
71% 70%
33%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Attempt Right Attempt Right
Summary
A /
Math
Graph
202 207
GRACIAS!!!!
Open-ended questions
Q1. What variables can the student identify? (to name)
Q2. What other variables can the student relate to the
problem? (to find)
Q3. How does the student calculate other variables? (to
evaluate)
Imagine a block of mass 20 kg attached to a end of a spring that oscillates with SHM along the x axis. Initially, (t=0), it is located
at -4 cm away from the origin x=0, it has a speed of -15 cm/s and an acceleration of
100 cm/s2.
Imagine a graphic (with values) that represent the displacement -of a known mass attached to a spring- vs
time. In term of variables and
constants :
Results
Imagine a block of mass 20 kg attached to a end of a spring that oscillates with SHM along the x axis. Initially, (t=0), it is located
at -4 cm away from the origin x=0, it has a speed of -15 cm/s and an acceleration of
100 cm/s2.
64%
4% 4%
56%
0%
10%
20%
30%
40%
50%
60%
70%
Answered 1 Varible 2 variables 3 and 4
Question 1
70%
26% 20% 25%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Answered 1 Varible 2 variables 3 or more
Question 2
% de Estudiantes
58%
22% 19% 17% 0%
10%
20%
30%
40%
50%
60%
70%
Answered 1 Varible 2 variables 3 or more
Question 3
% de Estudiantes
Results
Imagine a graphic (with values) that represent the displacement -of a known mass attached to a spring- vs
time. In term of variables and
constants :
85%
13%
53%
18%
0%
20%
40%
60%
80%
100%
Answered 1 Varible 2 variables 3 and 4
Question 1
86%
32% 17%
36%
0%
20%
40%
60%
80%
100%
Answered 1 Varible 2 variables 3 or more
Question 2
% de estudiantes
78%
37% 13%
27% 0%
20%
40%
60%
80%
100%
Answered 1 Varible 2 variables 3 or more
Question 3
% de estudiantes
Knowledge requirements
• Open questions
Q1. What variables can the student
identify? (to name)
Q2. What other variables can the student
relate to the problem? (to find)
Q3. How does the student calculate other
variables? (to evaluate)
According to Bloom Taxonomy
Knowledge
Application
Evaluation
Conclusions
• The percentage of students who try to find the A/ variables is close ~ 80±3% but 71% graph
60% math
• The percentage of students who try to find the is ~ 80% (44% ) from math approach and 70% (33% ) from the graphical approach
Quantitative
Conclusions
• Stundents tends to have lower response rate when they face the mathematical approach (M.A.) than when they face a graphical one(G.A.).
• In the M. A. 88% of students identified 3 or 4 variables, compared to 18% from the G. A.
• In relation to other variables only 45% got 2 or more from M. A. (53% from G. A.)
• The third question is 36% from M.A. vs. 40 % G. A.
Open questions