Conceptual exploration of Newton´s laws under the competence approach: a didactic proposal

Abstract

The present investigation obtained and analyzed field data aimed at exploring the degree of comprehension of Newton´s laws of motion by middle level students of the Central District in Honduras. The research methodology was mixed, fundamentally based on the research-action method divided into three cycles. In the first cycle, it was verified from the surveys applied to 541 students from the Central District, that there are significant weakness in the students´ command of the subject and that the cognitive competences declared in the official study plan are not being achieved. Teachers were interviewed in order to probe their familiarity with the curricular change that was implemented in the country since 2015 and to learn about the teaching techniques that have given them the best results. Based on the bibliographic review of the theoretical framework, a comprehensive didactic strategy is proposed in order to develop academic competence related to the conceptual understanding of Newton´s Laws. Subsequently, a comprehension test was applied with the aim of assessing the quality of the students´ responses once the didactic strategy has been applied to them. With this research, the most recurring conceptual weaknesses in the students were found in the sum of vector quantities, in the physical meaning of the Newton as a unit of measuring force, and in the relation between size and composition of an object and the force it produces upon interaction with others. In addition, it was verified that by enriching the traditional class format with activities that demand active participation the rewards in the students´ learning became apparent. Finally, a reflection is offered on why the competence-based education approach has been so difficult to implement as applied to Newton´s laws of motion.