Resumo

MORALES-POSADA, Jheison René; REYES-RONCANCIO, Jaime Duván  e  BUSTOS-VELAZCO, Edier Hernán. The Animated Cartoon in Physics Class: A Study Based on Bicycle Accidents. Rev. Fac. Cienc. Tecnol. [online]. 2023, n.53, pp.42-62.  Epub 01-Jan-2023. ISSN 0121-3814.  https://doi.org/10.17227/ted.num53-16909.

The teaching of physics is fundamental to understanding the phenomena that occur, interpreting them, associating them, and even preventing them; however, sometimes, students assume it as a subject that works in abstraction, with static and ideal images. This article presents research results on the design and use of contextualized animation for the case of physics teaching through the analysis of a real bicycle accident. The animation integrated verbal and non-verbal elements in its construction to elicit scenarios of emotions, questions and problem-solving from the logic of learning based on problems and phenomena. The qualitative, interpretative methodology involved students as inquiry actors who generated questions, searched for information and experimented. This process was accompanied by implementing a contextualized conceptual cartoon related to another bicycle accident based on real situations. In addition, a Likert-type motivation survey about their interaction with the animated narrative and the cartoons was applied. The results show an excellent motivation towards physics class, development of metacognitive strategies derived from the resolution of questions, and integration of specialized terminology linked to interdisciplinary scenarios such as Chemistry and Anatomy. In addition, learning was built around self-care and prevention related to their reflections on the physical variables involved in the phenomenon under study.

Palavras-chave : physics education; animation methods; student reasoning; cognitive ability; contextualized concept cartoons.

        · resumo em Português | Espanhol     · texto em Espanhol     · Espanhol ( pdf )