Deficiencias de comprensión y epistémicas de los estudiantes universitarios en la construcción de categorías explicativas sobre las relaciones trabajo-energía

  1. Gutiérrez Berraondo, José 1
  2. Zuza, Kristina 2
  3. Zavala, Genaro 3
  4. Guisasola, Jenaro 2
  1. 1 Escuela de Ingeniería en Alternancia IMH
  2. 2 Escuela de Ingeniería de Gipuzkoa (UPV/EHU)
  3. 3 Tecnológico de Monterey
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Revista:
Enseñanza de las ciencias: revista de investigación y experiencias didácticas

ISSN: 0212-4521,  2174-6486

Año de publicación: 2022

Volumen: 40

Número: 1

Páginas: 47-64

Tipo: Artículo

DOI: 10.5565/REV/ENSCIENCIAS.3306 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Enseñanza de las ciencias: revista de investigación y experiencias didácticas

Resumen

La comprensión del principio generalizado de trabajo y energía es crucial para aplicar las relaciones de trabajo y energía en cursos de física general y en la toma de decisiones de la ciudadanía en problemas relacionados con consumo y transferencia de energía y máquinas. Se ha diseñado un cuestionario de preguntas abiertas para detectar dificultades de aprendizaje de los estudiantes en los conceptos implicados. El análisis de las respuestas se ha realizado mediante la metodología fenomenográfica, que se centra en establecer categorías interpretativas a nivel colectivo. Los resultados obtenidos muestran que los estudiantes no comprenden el concepto de trabajo y de energía y no reconocen la necesidad de modelización del análisis mediante un sistema. Algunos errores son más frecuentes en situaciones que involucran fuerzas de rozamiento. Las dificultades se manifiestan tanto a nivel conceptual como epistemológico.

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