Gains in active learning of physics: a measurement applying the test of understanding graphs of kinematics

Abstract

Abstract To teach the subject of physics in the classroom it is required that the teacher has and plans to carry a didactic strategy with him. Within this context is the methodology called Active physics learning, which is a strategy within the classroom and in the laboratory, as it allows the student to learn physics without depending on a textbook or the teacher who guides the course. The test of understanding graphs of kinematics assesses students’ comprehension of kinematics. We report the application of an active learning experience for the conceptual learning of kinematics of students taking the subject of physics in an elementary and middle school. The study is quasi-experimental with a single group of 29 students using a pretest-intervention-posttest design. With the results of the pretest and posttest the Hake learning gain index was estimated and showed evidence of the implementation of active learning in the conceptual evolution of students in kinematic concepts and their representation by means of graphs. This becomes a precedent for the improvement of pedagogical practice in favor of quality education.