A systematic review on the playful experiences for teaching Physics and Chemistry in high school

From a constructivist conception, the student who carries out practical experiences improves his or her academic performance. It is also hypothesized that the use of the game as a didactic strategy collaborates with creativity and emotional factors. The ob-jective of this systematic review study is...

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Autores principales: Araoz, Marcelo, Olguín, Valeria
Formato: Artículo revista
Lenguaje:Español
Publicado: Asociación de Profesores de Física de la Argentina 2021
Materias:
Teaching of Physics and Chemistry
Playful laboratories
Classroom experiences
Enseñanza de física y química
Laboratorios lúdicos
Experiencias de aula
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35991
Aporte de:
Revista de Enseñanza de la Física de Universidad Nacional de Córdoba
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spelling I10-R316-article-359912023-09-12T16:46:43Z A systematic review on the playful experiences for teaching Physics and Chemistry in high school Una revisión sistemática sobre las experiencias lúdicas para la enseñanza de física y química en la escuela media Araoz, Marcelo Olguín, Valeria Teaching of Physics and Chemistry Playful laboratories Classroom experiences Enseñanza de física y química Laboratorios lúdicos Experiencias de aula From a constructivist conception, the student who carries out practical experiences improves his or her academic performance. It is also hypothesized that the use of the game as a didactic strategy collaborates with creativity and emotional factors. The ob-jective of this systematic review study is to analyze the state of the art regarding the use of playful laboratories in the teaching of Physics for high school. In addition, it was considered pertinent to include articles on the teaching of Chemistry due to themat-ic proximity. National and international articles that address the issue were analyzed, using the PRISMA-NMA methodology. 22 research papers in Spanish belonging to five recognized bibliographic databases were surveyed. The results show in all cases the benefits of the use of playful experiences. In this sense, it is observed that recreational laboratory practices can favor the teach-ing-learning process of Physics and Chemistry. It is concluded that these articles reveal the importance of continuing to investi-gate and deepen the use of playful experiences in the classroom. Desde una concepción constructivista, el alumno que realiza experiencias prácticas mejora su rendimiento académico. Se hipote-tiza además que el uso del juego como estrategia didáctica colabora con la creatividad y factores emocionales. El presente estu-dio de revisión sistemática tiene por objetivo analizar el estado de situación respecto al uso de laboratorios lúdicos en la ense-ñanza de la física para la educación media. Además, se consideró pertinente incluir artículos de la enseñanza de la química por cercanía temática. Se analizaron artículos nacionales e internacionales que abordan la temática, utilizando la metodología PRISMA-NMA. Se relevaron 22 trabajos de investigación en español pertenecientes a cinco reconocidas bases bibliográficas. Los resultados dan muestra en todos los casos de los beneficios sobre el uso de experiencias lúdicas. En este sentido, se observa que las prácticas de laboratorio lúdicos pueden favorecer el proceso de enseñanza aprendizaje de la física y la química. Se concluye que estos artículos revelan la importancia de continuar investigando y profundizando el uso de experiencias lúdicas en el aula. Asociación de Profesores de Física de la Argentina 2021-12-12 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35991 10.55767/2451.6007.v33.n3.35991 Journal of Physics Teaching; Vol. 33 No. 3 (2021): July - December; 39-49 Revista de Enseñanza de la Física; Vol. 33 Núm. 3 (2021): Julio - Diciembre; 39-49 Revista de Enseñanza de la Física; v. 33 n. 3 (2021): Julho - Dezembro; 39-49 2250-6101 0326-7091 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35991/36093 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35991/36094 Derechos de autor 2021 Marcelo Araoz, Valeria Olguín http://creativecommons.org/licenses/by-nc-nd/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-316
container_title_str Revista de Enseñanza de la Física
language Español
format Artículo revista
topic Teaching of Physics and Chemistry
Playful laboratories
Classroom experiences
Enseñanza de física y química
Laboratorios lúdicos
Experiencias de aula
spellingShingle Teaching of Physics and Chemistry
Playful laboratories
Classroom experiences
Enseñanza de física y química
Laboratorios lúdicos
Experiencias de aula
Araoz, Marcelo
Olguín, Valeria
A systematic review on the playful experiences for teaching Physics and Chemistry in high school
topic_facet Teaching of Physics and Chemistry
Playful laboratories
Classroom experiences
Enseñanza de física y química
Laboratorios lúdicos
Experiencias de aula
author Araoz, Marcelo
Olguín, Valeria
author_facet Araoz, Marcelo
Olguín, Valeria
author_sort Araoz, Marcelo
title A systematic review on the playful experiences for teaching Physics and Chemistry in high school
title_short A systematic review on the playful experiences for teaching Physics and Chemistry in high school
title_full A systematic review on the playful experiences for teaching Physics and Chemistry in high school
title_fullStr A systematic review on the playful experiences for teaching Physics and Chemistry in high school
title_full_unstemmed A systematic review on the playful experiences for teaching Physics and Chemistry in high school
title_sort systematic review on the playful experiences for teaching physics and chemistry in high school
description From a constructivist conception, the student who carries out practical experiences improves his or her academic performance. It is also hypothesized that the use of the game as a didactic strategy collaborates with creativity and emotional factors. The ob-jective of this systematic review study is to analyze the state of the art regarding the use of playful laboratories in the teaching of Physics for high school. In addition, it was considered pertinent to include articles on the teaching of Chemistry due to themat-ic proximity. National and international articles that address the issue were analyzed, using the PRISMA-NMA methodology. 22 research papers in Spanish belonging to five recognized bibliographic databases were surveyed. The results show in all cases the benefits of the use of playful experiences. In this sense, it is observed that recreational laboratory practices can favor the teach-ing-learning process of Physics and Chemistry. It is concluded that these articles reveal the importance of continuing to investi-gate and deepen the use of playful experiences in the classroom.
publisher Asociación de Profesores de Física de la Argentina
publishDate 2021
url https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35991
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