DIDACTIC STRATEGY TO PROMOTE LEARNING THROUGH EXPERIMENTATION: APPLICATION OF PHYSICS IN AQUACULTURE
A practical activity is proposed during the course of the Physics II subject to be developed in the aquaponics module installed in “Campo Escuela” (Facultad de Ciencias Agropecuarias, UNC). Students work in the classroom and in “Campo Escuela” carrying out activities individually and in groups that...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Faculta de Ciencias Agropecuarias. Secretaría de Ciencia y Tecnología.
2022
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/nexoagro/article/view/37691 |
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I10-R308-article-37691 |
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I10-R308-article-376912024-08-14T18:53:16Z DIDACTIC STRATEGY TO PROMOTE LEARNING THROUGH EXPERIMENTATION: APPLICATION OF PHYSICS IN AQUACULTURE ESTRATEGIA DIDÁCTICA PARA FAVORECER EL APRENDIZAJE MEDIANTE EXPERIMENTACIÓN: APLICACIÓN DE FÍSICA EN ACUICULTURA Valentinuzzi, María Cecilia Fontanini, L. Kubach, C. experimentation knowledge application collaborative learning experimentación aplicación de conocimientos trabajo colaborativo A practical activity is proposed during the course of the Physics II subject to be developed in the aquaponics module installed in “Campo Escuela” (Facultad de Ciencias Agropecuarias, UNC). Students work in the classroom and in “Campo Escuela” carrying out activities individually and in groups that are then individually evaluated. Through this didactic strategy, the aim is to promote learning through experimentation in an environment other than the classroom, with activities that promote learning by experimentation and collaborative learning. The aquaponic module includes basic contents of Physics and their transfer to application contents, which allows proposing problematic situations in the teaching of Agricultural Sciences. On the other hand, the team work in an environment outside the class promotes interpersonal relationships. Based on the results obtained in the final grades and the feedback made by the students themselves, it can be concluded that the proposed activity is an adequate tool for the teaching process and also an adequate evaluation instrument. Se plantea una actividad práctica durante el cursado de la asignatura Física II para desarrollar en el módulo de acuaponia instalado en el Campo Escuela de la Facultad de Ciencias Agropecuarias. Los alumnos trabajan en el aula de clase y en el Campo Escuela llevando a cabo actividades de manera individual y grupal que luego son evaluadas individualmente. Mediante esta estrategia didáctica se busca favorecer el aprendizaje a través de la experimentación en un entorno distinto al aula de clase, con actividades que promuevan el aprendizaje por experimentación y el aprendizaje colaborativo. El módulo acuapónico comprende contenidos básicos de la Física y la transferencia de los mismos hacia contenidos de aplicación, lo cual permite proponer situaciones problemáticas en la enseñanza de las Ciencias Agropecuarias. Por otra parte, el trabajar en grupo y en un ambiente fuera de la clase favorece las relaciones interpersonales. En función de los resultados obtenidos en las calificaciones finales y de las devoluciones realizadas por los propios alumnos, puede concluirse que la actividad planteada resulta una herramienta adecuada para el proceso de enseñanza y también un adecuado instrumento de evaluación. Faculta de Ciencias Agropecuarias. Secretaría de Ciencia y Tecnología. 2022-07-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/nexoagro/article/view/37691 Nexo agropecuario; Vol. 10 Núm. 1 (2022); 20-24 2346-917X 2346-9110 spa https://revistas.unc.edu.ar/index.php/nexoagro/article/view/37691/38392 Derechos de autor 2022 María Cecilia Valentinuzzi, L. Fontanini, C. Kubach https://creativecommons.org/licenses/by-nc-sa/4.0 |
| institution |
Universidad Nacional de Córdoba |
| institution_str |
I-10 |
| repository_str |
R-308 |
| container_title_str |
Nexo agropecuario |
| language |
Español |
| format |
Artículo revista |
| topic |
experimentation knowledge application collaborative learning experimentación aplicación de conocimientos trabajo colaborativo |
| spellingShingle |
experimentation knowledge application collaborative learning experimentación aplicación de conocimientos trabajo colaborativo Valentinuzzi, María Cecilia Fontanini, L. Kubach, C. DIDACTIC STRATEGY TO PROMOTE LEARNING THROUGH EXPERIMENTATION: APPLICATION OF PHYSICS IN AQUACULTURE |
| topic_facet |
experimentation knowledge application collaborative learning experimentación aplicación de conocimientos trabajo colaborativo |
| author |
Valentinuzzi, María Cecilia Fontanini, L. Kubach, C. |
| author_facet |
Valentinuzzi, María Cecilia Fontanini, L. Kubach, C. |
| author_sort |
Valentinuzzi, María Cecilia |
| title |
DIDACTIC STRATEGY TO PROMOTE LEARNING THROUGH EXPERIMENTATION: APPLICATION OF PHYSICS IN AQUACULTURE |
| title_short |
DIDACTIC STRATEGY TO PROMOTE LEARNING THROUGH EXPERIMENTATION: APPLICATION OF PHYSICS IN AQUACULTURE |
| title_full |
DIDACTIC STRATEGY TO PROMOTE LEARNING THROUGH EXPERIMENTATION: APPLICATION OF PHYSICS IN AQUACULTURE |
| title_fullStr |
DIDACTIC STRATEGY TO PROMOTE LEARNING THROUGH EXPERIMENTATION: APPLICATION OF PHYSICS IN AQUACULTURE |
| title_full_unstemmed |
DIDACTIC STRATEGY TO PROMOTE LEARNING THROUGH EXPERIMENTATION: APPLICATION OF PHYSICS IN AQUACULTURE |
| title_sort |
didactic strategy to promote learning through experimentation: application of physics in aquaculture |
| description |
A practical activity is proposed during the course of the Physics II subject to be developed in the aquaponics module installed in “Campo Escuela” (Facultad de Ciencias Agropecuarias, UNC). Students work in the classroom and in “Campo Escuela” carrying out activities individually and in groups that are then individually evaluated. Through this didactic strategy, the aim is to promote learning through experimentation in an environment other than the classroom, with activities that promote learning by experimentation and collaborative learning. The aquaponic module includes basic contents of Physics and their transfer to application contents, which allows proposing problematic situations in the teaching of Agricultural Sciences. On the other hand, the team work in an environment outside the class promotes interpersonal relationships. Based on the results obtained in the final grades and the feedback made by the students themselves, it can be concluded that the proposed activity is an adequate tool for the teaching process and also an adequate evaluation instrument. |
| publisher |
Faculta de Ciencias Agropecuarias. Secretaría de Ciencia y Tecnología. |
| publishDate |
2022 |
| url |
https://revistas.unc.edu.ar/index.php/nexoagro/article/view/37691 |
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2024-09-03T20:27:38Z |
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