Didáctica de la Física

Investigadores Relacionados: 
Carla Hernández Silva
Guillaume Lagubeau
Silvia Tecpan Flores
Mauricio Silva
Damián Ruz
Francisco Martínez

We dedicate our efforts to understand the underlying difficulties in science education, in special in the Chilean and Latin American framework, taking into account aspects as socioeconomic distribution and gender equality. In this context, we implement and quantify different strategies at institutional, teacher formation and student level to contribute close the gap in science education.



Active learning reduces academic risk of students with nonformal reasoning skills: Evidence from an introductory physics massive course in a Chilean public university

We present the findings of a pilot plan of active learning implemented in introductory physics in a Chilean public university. The model is research based as it considered a literature review for adequate selection and design of activities consistent with the levels of students’ reasoning skills. The level of scientific reasoning is positively correlated to student success. By contrast to a control group of students following traditional lectures, we observed a significant reduction in failure rate for students that do not yet possess formal scientific reasoning. This profile of students being the majority, we conclude that implementing active learning is particularly suited to the first year of higher education in the context of a developing country. It fits the particularities of student profile and typical classroom size, leading to learning improvement and reduction of academic risk, as well as being financially sound.

Physics Teacher Training in Chile: Reality and Challenges

The lack of physics teachers in Chile has been a cause for concern for the last 15 years. This study aims to identify  and  describe  the  key  features  of  current  physics  teacher  training  programs in universities in the Council of Rectors of Chilean Universities (CRUCH). This descriptive and  ex-post facto research employs historical data analysis and qualitative analysis techniques. The main findings include a geographic centralization and gender gaps in enrollment and graduation rates. The physics and education courses appear to run parallel and feature in similar proportions, suggesting a dissociation between the two areas. The implications for teacher training programs are discussed and lines of action for future research are proposed based on the findings.


An Instrument-Free Demonstration of Quantum Key Distribution for High-School Students

It has become increasingly common for high-school students to see media reports on the importance of quantum mechanics in the development of next-generation industries such as drug development and secure communication, but few of them have been exposed to fundamental quantum mechanical concepts in a meaningful classroom activity. In order to bridge this gap, we design and test a low-cost 20-minute demonstration of the Bell test, which is used in several entanglement-based quantum key distribution protocols. The demonstration introduces ideas such as the quantum state, quantum measurement, spin quantization, cryptography, and entanglement; all without using concepts beyond the 9th grade of the Chilean high-school curriculum. The demonstration can serve to promote early exposure of the future adopters and developers of quantum technology with its conceptual building blocks, and also to educate the general public about the importance of quantum mechanics in modern industry.



Proyectos Relacionados: 
Impacto de un modelo de aula invertida en la percepción de autoeficacia y en el aprendizaje de la física de estudiantes universitarios
Impacto del aprendizaje activo sobre la autoeficacia y conocimiento de los estudiantes de enseñanza media en física, con perspectiva de género
Argumentación científica y habilidades colaborativas en la formación inicial docente de Física y Matemática.