Guía Didáctica para Aprendizaje de Relatividad Especial en estudiantes de Tercero de Bachillerato, Unidad Educativa Hispanoamérica
The learning of modern physics is of great importance today; however, topics such as special relativity, in a broad context, are often not addressed in high school education. This affects students' understanding and scientific literacy. The main objective of this research was to develop a didac...
Tallennettuna:
| Päätekijä: | |
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| Aineistotyyppi: | bachelorThesis |
| Kieli: | spa |
| Julkaistu: |
2025
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| Aiheet: | |
| Linkit: | http://dspace.unach.edu.ec/handle/51000/15124 |
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Lisää tagi | Yhteenveto: | The learning of modern physics is of great importance today; however, topics such as special relativity, in a broad context, are often not addressed in high school education. This affects students' understanding and scientific literacy. The main objective of this research was to develop a didactic guide on special relativity at Unidad Educativa Hispanoamérica. The thesis employed a quantitative approach with a non-experimental design, as descriptive statistics were used to present the survey results and no variables were manipulated. It was considered field research because statistical data were collected within the educational institution, and bibliographic, since key theoretical concepts were reviewed for the development of the didactic guide. Regarding its timeframe, the study was cross-sectional, as the data were collected in a single period. The population consisted of students from the institution where the study was conducted. The sample was intentional and non-probabilistic, composed of third-year high school students. The data collection instruments were approved and validated by expert teachers, and Cronbach’s alpha was applied to validate the instrument, showing high reliability. The survey revealed students’ interest in learning special relativity, as they believe that modern physics concepts would help them better understand contemporary science and technology. They were also motivated by the idea of having access to a didactic guide on the subject, as they considered—based on the questionnaire—that it would increase their willingness to learn physics. Furthermore, the results showed that the students would be willing to study independently if they had access to the proposed guide. |
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