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Dotar al profesor con habilidades en la construcción y el uso de ele-mentos sencillos y de bajo costo para la presentación de experimentos en el aula de clase, permite promover en los estudiantes el interés por la física mediante la observación de fenómenos y moti-var la búsqueda de explicaciones a través de la discusión de lo observado. ABSTRACT Due to the importance of phenomenological aspects as a motivation for elaborating formal models in physics teaching, experimentation becomes a valuable didactical resource in this process. Providing the teacher with abilities for construction and use of simple and cheap elements, for presentation of experiments in the classroom, it is very important. This allows the teacher to promote among his students the interest for physics through the observation of phenomena and to motivate them to find out explanations discussing observations. INTRODUCCIÓN Es evidente la dificultad generalizada que se presenta entre los estudiantes con el aprendizaje de la física. Parte del problema está relacionado con la complejidad inherente al estudio de esta ciencia ya que en muchos casos se elaboran conceptos que resultan ser abstractos para el estu-diante, en el sentido de que éste no tiene un referente al cual acudir. Esta es una situación que origina, en la mayoría de los casos, una actitud de apatía hacia el estudio de esta disciplina y que indudablemente afecta el rendimiento académico. Enfrentar el estudiante al fenómeno físico sería una estrategia para que éste se formule la pre-gunta del por qué de ese fenómeno y que la respuesta se convierta en la motivación para la elaboración de un formalismo. Es aquí donde la experimentación se convierte en un recurso didáctico valioso en el proceso de aprendizaje. Aunque existen numerosas propuestas en esta dirección, muchas de ellas requieren elementos y montajes de cierta complejidad [1-3]. En este trabajo se propone el uso de elementos sencillos y de bajo costo para elaborar dispositi-vos simples que permitan la implementación de experimentos, no sólo en el aula de clase, sino también por parte del estudiante como actividad extracurricular. De esta forma, la experimenta","author":[{"@context":"https://schema.org","@type":"Person","name":"jonathan rojas","url":"https://independent.academia.edu/jonathanrojas59"}],"contributor":[],"dateCreated":"2016-07-31","dateModified":"2016-07-31","headline":"EXPERIMENTOS EN EL AULA DE CLASE PARA LA ENSEÑANZA DE LA FÍSICA","image":"https://attachments.academia-assets.com/47682899/thumbnails/1.jpg","inLanguage":"es","keywords":[],"publisher":{"@context":"https://schema.org","@type":"Organization","name":null},"sourceOrganization":[{"@context":"https://schema.org","@type":"EducationalOrganization","name":null}],"thumbnailUrl":"https://attachments.academia-assets.com/47682899/thumbnails/1.jpg","url":"https://www.academia.edu/27425500/EXPERIMENTOS_EN_EL_AULA_DE_CLASE_PARA_LA_ENSE%C3%91ANZA_DE_LA_F%C3%8DSICA"}</script><style type="text/css">@media(max-width: 567px){:root{--token-mode: Rebrand;--dropshadow: 0 2px 4px 0 #22223340;--primary-brand: #0645b1;--error-dark: #b60000;--success-dark: 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window.loswp.work = {"work":{"id":27425500,"created_at":"2016-07-31T20:22:05.309-07:00","from_world_paper_id":null,"updated_at":"2021-01-11T14:02:30.816-08:00","_data":{"abstract":"RESUMEN Considerando la importancia de los aspectos fenomenológicos como motivación para elaborar mo-delos formales en la enseñanza de la física, la experimentación se convierte en un recurso didácti-co valioso en este proceso. Dotar al profesor con habilidades en la construcción y el uso de ele-mentos sencillos y de bajo costo para la presentación de experimentos en el aula de clase, permite promover en los estudiantes el interés por la física mediante la observación de fenómenos y moti-var la búsqueda de explicaciones a través de la discusión de lo observado. ABSTRACT Due to the importance of phenomenological aspects as a motivation for elaborating formal models in physics teaching, experimentation becomes a valuable didactical resource in this process. Providing the teacher with abilities for construction and use of simple and cheap elements, for presentation of experiments in the classroom, it is very important. This allows the teacher to promote among his students the interest for physics through the observation of phenomena and to motivate them to find out explanations discussing observations. INTRODUCCIÓN Es evidente la dificultad generalizada que se presenta entre los estudiantes con el aprendizaje de la física. Parte del problema está relacionado con la complejidad inherente al estudio de esta ciencia ya que en muchos casos se elaboran conceptos que resultan ser abstractos para el estu-diante, en el sentido de que éste no tiene un referente al cual acudir. Esta es una situación que origina, en la mayoría de los casos, una actitud de apatía hacia el estudio de esta disciplina y que indudablemente afecta el rendimiento académico. Enfrentar el estudiante al fenómeno físico sería una estrategia para que éste se formule la pre-gunta del por qué de ese fenómeno y que la respuesta se convierta en la motivación para la elaboración de un formalismo. Es aquí donde la experimentación se convierte en un recurso didáctico valioso en el proceso de aprendizaje. Aunque existen numerosas propuestas en esta dirección, muchas de ellas requieren elementos y montajes de cierta complejidad [1-3]. En este trabajo se propone el uso de elementos sencillos y de bajo costo para elaborar dispositi-vos simples que permitan la implementación de experimentos, no sólo en el aula de clase, sino también por parte del estudiante como actividad extracurricular. De esta forma, la experimenta"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"es","title":"EXPERIMENTOS EN EL AULA DE CLASE PARA LA ENSEÑANZA DE LA FÍSICA","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [51553224]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon'; window.userInChina = "false";</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":47682899,"attachmentType":"pdf"}"><img alt="First page of “EXPERIMENTOS EN EL AULA DE CLASE PARA LA ENSEÑANZA DE LA FÍSICA”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/47682899/mini_magick20180819-14446-g5sjve.png?1534686864" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">EXPERIMENTOS EN EL AULA DE CLASE PARA LA ENSEÑANZA DE LA FÍSICA</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="51553224" href="https://independent.academia.edu/jonathanrojas59"><img alt="Profile image of jonathan rojas" class="ds-work-card--author-avatar" src="//a.academia-assets.com/images/s65_no_pic.png" />jonathan rojas</a></div><div class="ds-work-card--detail"><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">4 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 27425500; 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if (!viewCountBody) { throw new Error('Failed to find work views element'); } viewCountBody.textContent = `${commaizedViewCount} views`; } catch (error) { // Remove the whole views element if there was some issue parsing. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); throw new Error(`Failed to parse view count: ${viewCount}`, error); } }; // If the DOM is still loading, wait for it to be ready before updating the view count. if (document.readyState === "loading") { document.addEventListener('DOMContentLoaded', () => { updateViewCount(viewCount); }); // Otherwise, just update it immediately. } else { updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">RESUMEN Considerando la importancia de los aspectos fenomenológicos como motivación para elaborar mo-delos formales en la enseñanza de la física, la experimentación se convierte en un recurso didácti-co valioso en este proceso. Dotar al profesor con habilidades en la construcción y el uso de ele-mentos sencillos y de bajo costo para la presentación de experimentos en el aula de clase, permite promover en los estudiantes el interés por la física mediante la observación de fenómenos y moti-var la búsqueda de explicaciones a través de la discusión de lo observado. ABSTRACT Due to the importance of phenomenological aspects as a motivation for elaborating formal models in physics teaching, experimentation becomes a valuable didactical resource in this process. Providing the teacher with abilities for construction and use of simple and cheap elements, for presentation of experiments in the classroom, it is very important. This allows the teacher to promote among his students the interest for physics through the observation of phenomena and to motivate them to find out explanations discussing observations. INTRODUCCIÓN Es evidente la dificultad generalizada que se presenta entre los estudiantes con el aprendizaje de la física. Parte del problema está relacionado con la complejidad inherente al estudio de esta ciencia ya que en muchos casos se elaboran conceptos que resultan ser abstractos para el estu-diante, en el sentido de que éste no tiene un referente al cual acudir. Esta es una situación que origina, en la mayoría de los casos, una actitud de apatía hacia el estudio de esta disciplina y que indudablemente afecta el rendimiento académico. Enfrentar el estudiante al fenómeno físico sería una estrategia para que éste se formule la pre-gunta del por qué de ese fenómeno y que la respuesta se convierta en la motivación para la elaboración de un formalismo. Es aquí donde la experimentación se convierte en un recurso didáctico valioso en el proceso de aprendizaje. Aunque existen numerosas propuestas en esta dirección, muchas de ellas requieren elementos y montajes de cierta complejidad [1-3]. En este trabajo se propone el uso de elementos sencillos y de bajo costo para elaborar dispositi-vos simples que permitan la implementación de experimentos, no sólo en el aula de clase, sino también por parte del estudiante como actividad extracurricular. 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En este sentido el marco teórico de referencia tiene que ver con aquellas investigaciones que articulan el paradigma del pensamiento del profesor y que permiten establecer una aproximación interpretativa del discurso del profesor de física, especialmente sobre aspectos como la enseñanza de la física, el papel del profesor, la actitud de los estudiantes y las actividades propias de la clase de física. Dos de los profesores tienen más de diez años de experiencia y otros dos profesores con menos de cinco años de experiencia, y evidencian algunas consideraciones particulares que permiten entender ciertos matices de enseñanza propios de los experimentados y de los novatos</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"EL PROFESOR DE FÍSICA Y LAS CLASES EXITOSAS","attachmentId":41419348,"attachmentType":"pdf","work_url":"https://www.academia.edu/20525665/EL_PROFESOR_DE_F%C3%8DSICA_Y_LAS_CLASES_EXITOSAS","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/20525665/EL_PROFESOR_DE_F%C3%8DSICA_Y_LAS_CLASES_EXITOSAS"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="43695587" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/43695587/LA_INTELIGENCIA_ESPIRITUAL_EN_EL_AULA_DE_CLASE">LA INTELIGENCIA ESPIRITUAL EN EL AULA DE CLASE</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="47790460" href="https://usta.academia.edu/CiroJavierMoncadaGuzm%C3%A1n">Ciro Javier Moncada Guzmán</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Ruta Maestra, 2020</p><p class="ds-related-work--abstract ds2-5-body-sm">Publicado en: https://rutamaestra.santillana.com.co/edicion-28/la-inteligencia-espiritual-en-el-aula-de-clase/ Es muy común encontrar en casi todos los Proyectos Educativos Institucionales, Modelos Pedagógicos, proyectos pedagógicos de aula y, en los discursos de muchos maestros, la intención de diseñar y desarrollar propuestas educativas que promuevan y construyan una formación integral. Sin embargo, la esencia de este último concepto se ha confundido con un sinnúmero de activismos, que si bien les pueden aportar a los ejercicios de enseñanza y aprendizaje de las instituciones educativas, no están pensados desde la complejidad de la vida humana que va más allá de lo memorístico y lo práctico. Educación del ser por la misma esencia de perfectibilidad humana, es decir, su capacidad reflexiva continua que le permite proyectarse día a día en la búsqueda de sentidos, los cuales van transformando su quehacer y lo van dotando de condiciones óptimas para el desarrollo de una vida más allá del cumplimiento de metas, dentro de un sistema político, económico, social y/o cultural. Es en este contexto que emerge la importancia del concepto de la inteligencia espiritual.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"LA INTELIGENCIA ESPIRITUAL EN EL AULA DE CLASE","attachmentId":63999678,"attachmentType":"pdf","work_url":"https://www.academia.edu/43695587/LA_INTELIGENCIA_ESPIRITUAL_EN_EL_AULA_DE_CLASE","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/43695587/LA_INTELIGENCIA_ESPIRITUAL_EN_EL_AULA_DE_CLASE"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="29222383" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/29222383/LA_CONTRIBUCI%C3%93N_DE_LA_EDUCACI%C3%93N_F%C3%8DSICA_AL_APRENDIZAJE_ESCOLAR">LA CONTRIBUCIÓN DE LA EDUCACIÓN FÍSICA AL APRENDIZAJE ESCOLAR</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="55176939" href="https://independent.academia.edu/MarcelaHeredia1">Marcela Heredia</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Más allá de la tradicional forma en como la Educación Física contribuye a la educación y formación integral del alumno a través del ejercicio, el juego y el deporte y tomando en cuenta la actual problemática de la educación en nuestro país, queremos mencionar en este documento la forma específica en cómo, la Educación Física, contribuye y participa en el aprendizaje de los alumnos.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"LA CONTRIBUCIÓN DE LA EDUCACIÓN FÍSICA AL APRENDIZAJE ESCOLAR","attachmentId":49674031,"attachmentType":"docx","work_url":"https://www.academia.edu/29222383/LA_CONTRIBUCI%C3%93N_DE_LA_EDUCACI%C3%93N_F%C3%8DSICA_AL_APRENDIZAJE_ESCOLAR","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/29222383/LA_CONTRIBUCI%C3%93N_DE_LA_EDUCACI%C3%93N_F%C3%8DSICA_AL_APRENDIZAJE_ESCOLAR"><span class="ds2-5-text-link__content">View PDF</span><span 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FÍSICA (4815) Curs 2005_06","attachmentId":43512184,"attachmentType":"pdf","work_url":"https://www.academia.edu/22997316/INTRODUCCI%C3%93N_A_LA_EXPERIMENTACI%C3%93N_EN_QU%C3%8DMICA_F%C3%8DSICA_4815_Curs_2005_06","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/22997316/INTRODUCCI%C3%93N_A_LA_EXPERIMENTACI%C3%93N_EN_QU%C3%8DMICA_F%C3%8DSICA_4815_Curs_2005_06"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="34202475" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md 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Competencias e integración curricular en la educación básica, 2011</p><p class="ds-related-work--abstract ds2-5-body-sm">la complejidad CENDA Bogotá Docente catedrática facultad de Educación Física UPN Docente asesor equipo de calidad SED Bogotá Postulante a Magister en educación UPN Especialista en Administración de la Educación Física, el Deporte y la recreación Licenciada en Educación Física UPN Boris Murcia Docente investigador CENDA Bogotá Magister en docencia Universitaria Universidad de la Salle Antropólogo Universidad de los Andes Licenciado en educación Física UPN Aníbal Rincón Docente investigador CENDA Bogotá Docente asesor equipo calidad SED Especialista en Ambiente y Desarrollo U.D. 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HACIA UNA COMPRENSIÓN DEL SABER DE LA EDUCACIÓN FÍSICA EN LA ESCUELA Autores","attachmentId":63948664,"attachmentType":"pdf","work_url":"https://www.academia.edu/43648328/DID%C3%81CTICA_Y_COMPLEJIDAD_HACIA_UNA_COMPRENSI%C3%93N_DEL_SABER_DE_LA_EDUCACI%C3%93N_F%C3%8DSICA_EN_LA_ESCUELA_Autores","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/43648328/DID%C3%81CTICA_Y_COMPLEJIDAD_HACIA_UNA_COMPRENSI%C3%93N_DEL_SABER_DE_LA_EDUCACI%C3%93N_F%C3%8DSICA_EN_LA_ESCUELA_Autores"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":47682899,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":47682899,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_47682899" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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DOCENTE</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="18742531" href="https://uleam-secretaria.academia.edu/ArturoDamianRodriguezZambrano">Arturo Damian Rodriguez Zambrano</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"LAS BITÁCORAS FÍSICAS DE APRENDIZAJE: UNA PERSPECTIVA CRÍTICA PARA LA INNOVACIÓN, DESDE LA EXPERIENCIA DOCENTE","attachmentId":60935948,"attachmentType":"pdf","work_url":"https://www.academia.edu/40653300/LAS_BIT%C3%81CORAS_F%C3%8DSICAS_DE_APRENDIZAJE_UNA_PERSPECTIVA_CR%C3%8DTICA_PARA_LA_INNOVACI%C3%93N_DESDE_LA_EXPERIENCIA_DOCENTE","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a 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