La influencia de las ideas previas del concepto de fuerza en el rendimiento de los estudiantes en los cursos introductorios de física de la universidad
DOI:
https://doi.org/10.55040/educa.v4i1.88Palabras clave:
preconceptos, física, educación universitaria, rendimiento estudiantil, inventario del concepto de fuerzaResumen
El aprendizaje de la física puede resultar difícil debido, entre otras cosas, a la presencia de preconceptos, es decir, ideas que los estudiantes creen que son ciertas pero que no son científicamente correctas. En este trabajo hemos utilizado una versión reducida del Force Concept Inventory (FCI) para estudiar los preconceptos más comunes sobre el concepto de fuerza entre los estudiantes de primer curso de los grados de Ingeniería Industrial de la Universidad de Jaén. Se ha investigado la influencia de estos preconceptos en los resultados de los estudiantes en los exámenes de física. Se ha encontrado que los preconceptos tienen una influencia significativa en el fracaso académico (el 75% de los estudiantes que abandonaron la asignatura tenían una puntuación en el FCI, antes de comenzar el curso, inferior al 40%). Pero no todos los preconceptos parecen tener el mismo impacto en los resultados académicos. Se han analizado en detalle los ocho preconceptos que estaban presentes en más del 30 % de los estudiantes y sólo uno de ellos parece ser relevante para el rendimiento de los mismos, mientras que cuatro de ellos no parecen ser influyentes.
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