Learning with computer simulations: a case study on reservoir temperatures in carnot cycles
DOI:
https://doi.org/10.22600/1518-8795.ienci2024v29n3p172Palabras clave:
Simulación por computadora, calor y temperatura, aprendizaje conceptual, ciclos de CarnotResumen
Las simulaciones por computadora han desempeñado un papel significativo en el desarrollo de la física, así como también en la educación en física. Los investigadores han abordado si las simulaciones promueven el aprendizaje, pero pocos estudios han investigado cómo las simulaciones participan realmente en los procesos de aprendizaje. Este estudio busca describir cómo las simulaciones participan en el aprendizaje conceptual. Se lleva a cabo un estudio de caso utilizando entrevistas grabadas en video con tres grupos de estudiantes universitarios mientras abordan una tarea de resolución de problemas sobre termodinámica (ciclos de Carnot). Los estudiantes utilizan una simulación desarrollada específicamente para apoyo. El análisis se basa en la Teoría de la Clase de Coordinación (CCT). Los resultados indican que los estudiantes no solo utilizan la simulación para pensar; en realidad, es parte de lo que piensan. Se descubrió que los estudiantes participan en tres dinámicas de interacción diferentes con la simulación. Sintonizados con la CCT, estos fueron codificados como interacciones Extractivas/Inferenciales/Articulativas. En cada caso, se describe la sustancia de cómo estas interacciones contribuyen al aprendizaje conceptual. Se proporcionan implicaciones para futuras investigaciones y para la enseñanza.Referencias
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Derechos de autor 2024 Juan José Velasco, Laura María Buteler, Enrique Andres Coleoni
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