Experimental Activities: A methodological alternative for the learning of Physics

Abstract

Physics contributes greatly to the consolidation of the teaching and learning process in students, through a process that involves observing, describing, comparing, classifying, theorizing, discussing, arguing and understanding nature through facts that are linked from reality. The purpose of this work is to design experimental activities as a methodological alternative for the learning of Physics in the High Schools; which arose from a diagnosis made to physics teachers regarding the approach of this scientific discipline, where it was observed that the majority, 73.1%, do not perform laboratory practices because they do not have equipment and materials easily accessible. It should be noted that the set of experimental activities designed is considered pedagogically viable to be used, obtaining 98.9%, which favors the transfer of knowledge to the social environment. The research was approached from a descriptive methodology with a field design, where the data were collected directly from 26 physics teachers from different High Schools of the Trujillo state, through a valid and reliable questionnaire, reaching a value of 0.90 that Indicates high reliability. The results obtained in the diagnosis were: 38.5% of teachers report demonstrations in the classroom, 73.1% do not perform laboratory practices, 100% said they lack a set of experimental activities and 100% indicated the absence of a well-equipped physics laboratory. It concludes the need for a set of experimental activities of Physics suitable for its realization in the classroom without the need for a laboratory, allowing the design of each experimental activity in such a way that it involves the theory, practice and linking that it has with its context, making the student an active participant and builder of their learning.