The qualitative analysis in the resolution of Physics problems and its influence in the meaningful learning
Keywords:
meaningful learning, physics, qualitative problemsAbstract
This is an educational research in the area of Physics teaching. It attends to didactic strategies that favor meaningful learning. The study, centered in problem solving as one of the favorite strategies, analyzes the efficiency of "qualitative problems" to favor meaningful learning, that is revealed through student’s academic performance in a partial test. In the context in which it was developed, a comparative study shows that the preferential use of qualitative problems contributes effectively to achieve meaningful learning of the involved contents. This fact may be stated as there were more students of the experimental group that approved the partial examination than those of the test group.Downloads
Published
How to Cite
Issue
Section
License
IENCI is an Open Access journal, which does not have to pay any charges either for the submission or processing of articles. The journal has adopted the definition of the Budapest Open Access Initiative (BOAI), which states that the users have the right to read, write down, copy, distribute, print, conduct searches and make direct links with the complete texts of the published articles.
The author responsible for the submission represents all the authors of the work and when the article is sent to the journal, guarantees that he has the permission of his/her co-authors to do so. In the same way, he/she provides an assurance that the article does not infringe authors´ rights and that there are no signs of plagiarism in the work. The journal is not responsible for any opinions that are expressed.
All the articles are published with a Creative Commons License Attribution Non-commercial 4.0 International. The authors hold the copyright of their works and must be contacted directly if there is any commercial interest in the use of their works.
