PBL as a didactic strategy to contribute to the teaching-learning process of Physics

Abstract

The purpose of the teaching-learning process of Physics is to encourage the student to relate to these sciences since it has an influence on the progress of scientific activities that are being developed within the world. For which, the objective Propose Problem-Based Learning (ABP) as a didactic strategy to contribute to the teaching-learning process of Physics as an active methodology in the 1st year of high school of the Luis Cordero Educational Unit is required. The theoretical foundations of the didactic strategy, the teaching-learning methodology of Physics were analyzed. The research has an experimental methodology and a pre-experimental design. In turn, it focuses on a socio-critical paradigm that integrates quantitative and qualitative research approaches. From the quantitative and qualitative position, information is obtained from the application of an interview addressed to the teacher and a knowledge test applied to the non-probabilistic sample made up of the 34 students of the 1st year. The results obtained by the experimental group in the pre-test and after the applied post-test indicated an improvement when applying the PBL during the classes. Therefore, it is concluded that this active methodology contributes to the teaching-learning process of Physics.