Evaluación de una renovación metodológica para un aprendizaje significativo de la física

Abstract

The educational implications of methodological renewal for meaningful learning of Physics through problem solving and contextualized integrators for research are analyzed. Also, the impact of such methodological renewal on academic achievement and critical thinking as indicators of meaningful learning is discussed. The starting point is the presentation of a conceptintegrating problem to be solved during the semester. The concept-integrating problem is divided into a number of more specific related problems, including learning activities such as exploration to transfer content. The results show improvements on academic performance and on critical thinking.