The Reproduction of Physical Phenomena: A Didactic Alternative for the Teaching–Learning of Uniformly Accelerated Rectilinear Motion in High School
Keywords:
Uniformly Accelerated Rectilinear Motion; Reproduction of Physical Phenomena; Physics Teaching; Meaningful Learning; High School EducationAbstract
Uniformly Accelerated Rectilinear Motion (UARM) constitutes a fundamental topic in the teaching of Physics at the high school level; however, its traditional approach, centered on theoretical explanation and the mechanical application of formulas, has generated persistent difficulties in students’ conceptual and procedural understanding. The present study aimed to design a didactic proposal based on the reproduction of physical phenomena as an alternative to strengthen the teaching–learning process of UARM in first-year students of the General Unified Baccalaureate at the “Eugenio Espejo” Educational Unit, located in Chone canton. Regarding materials and methods, a mixed-method approach with a non-experimental descriptive design was employed. Theoretical and empirical methods were applied, using observation, survey, and interview as data collection techniques, administered to a sample of 78 students and one teacher. The results reveal a partial understanding of UARM, associated with the limited systematic implementation of experimental activities and simulations, as well as difficulties in graph interpretation and in applying formulas to real contexts. Based on these findings, a structured didactic strategy is proposed, organized into phases that integrate experimentation, simulation, and graphical analysis, aimed at promoting meaningful learning, the development of scientific skills, and greater motivation toward Physics. It is concluded that the reproduction of physical phenomena constitutes a viable and relevant didactic alternative to improve the understanding of UARM at the high school level.
References
Adriano Vargas, D. M. (2023). Implementación de simulaciones para la física clásica con Wolfram.
Angelini, M. L. (2021). La simulación como estrategia educativa: propuesta adaptada para el medio físico y virtual.
Ausubel, D. P., Novak, J. D., & Hanesian, H. (1976). Psicología educativa: un punto de vista cognoscitivo [Vol. 3]. México: Trillas.
Barreiros Rocha, L. (2025). Diseño y propuesta de una herramienta de simulación para el aprendizaje.
Bell, P., Bricker, L., Tzou, C., Lee, T., & Van Horne, K. (2023). Learning science in everyday life: A design-based research approach. Journal of Research in Science Teaching, 60(1), 3–29. https://doi.org/10.1002/tea.21766
Braaten, M., & Windschitl, M. (2023). Working toward ambitious science teaching and learning through phenomenon-based instruction. Science Education, 107(2), 289–316. https://doi.org/10.1002/sce.21769
Bravo Telenchana, W. G., & Cárdenas Encalada, D. J. (2021). Guías de prácticas de laboratorio virtuales para el aprendizaje de MRU, MRUV y caída libre.
Cobeña Cedeño, J. J., & Solórzano Candelario, N. P. (2025). Errores conceptuales en el proceso de enseñanza aprendizaje de la física clásica.
Chiguano, C. V. C., Cantuña, R. F. C., Cruz, E. C., & Cruz, W. I. M. (2024). Google Sites como estrategia didáctica en el aprendizaje del movimiento rectilíneo variado. Conciencia Digital, 7(3.1), 151-170.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development.
Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Develaki, M. (2021). The role of experiments in physics education: Bridging the gap between theory and practice. Science & Education, 30(4), 875–897. https://doi.org/10.1007/s11191-021-00223-6
Docktor, J. L., Strand, N. E., Mestre, J. P., & Ross, B. H. (2020). Conceptual problem solving in high school physics. Physical Review Physics Education Research, 16(2), 020101. https://doi.org/10.1103/PhysRevPhysEducRes.16.020101
Flores-Caballero, I. (2019). Propuesta de intervención para el estudio del movimiento en 4º de ESO mediante la indagación y la cognición situada [Master's tesis].
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2020). Active learning increases student performance in STEM disciplines. Proceedings of the National Academy of Sciences, 117(6), 2844–2850. https://doi.org/10.1073/pnas.1319030111
García Ávila, A. A. (2023). Guía didáctica para el aprendizaje del movimiento rectilíneo uniforme, movimiento rectilíneo uniformemente variado y caída libre.
Guamán Guamán, W. J. (2020). El laboratorio de física en el aprendizaje del movimiento rectilíneo con estudiantes de primer año de bachillerato de la unidad educativa pedro Vicente Maldonado periodo septiembre 2019–febrero 2020 [Bachelor's thesis, Riobamaba].
Guamán, W. J. G. (2022). El aprendizaje experimental del movimiento rectilíneo en el laboratorio de física para estudiantes de bachillerato. Prometeo Conocimiento Científico, 2(1), e9-e9.
Gutiérrez Ruiz, M. (2019). Sistematización de experiencias de aula: cinemática y la metodología de aprendizaje significativo crítico. Facultad de Ciencias.
Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, P. (2014). Metodología de la investigación (6.ª ed.). McGraw-Hill Education.
Hofstein, A., Kipnis, M., & Kind, P. (2020). Learning in and from science laboratories: Enhancing students’ meta-cognition and argumentation skills. Science Education, 104(6), 942–968. https://doi.org/10.1002/sce.21587
Hurtado, T. A. S., Garcés, M. F. L., León, M. B. A., & Escobar, M. C. E. (2023). Metodologías activas para la enseñanza aprendizaje de física en el bachillerato. Ciencia Latina Revista Científica Multidisciplinar, 7(1), 9446-9477.
Kolb, D. (1984). Experimental learning-Experience as the source of learning and development. Prenctice Hall.
Krajcik, J., McNeill, K. L., & Reiser, B. J. (2022). Learning-goals-driven design model: Developing curriculum materials that align with NGSS. Science Education, 106(5), 1177–1206. https://doi.org/10.1002/sce.21708
Mercer, N., Wegerif, R., & Major, L. (2020). The Routledge international handbook of research on dialogic education. Routledge. https://doi.org/10.4324/9780429441677
Moreta Morocho, C. D. (2024). Estrategias metodológicas para el aprendizaje del Movimiento en una Dimensión en la Unidad Educativa Fernando Daquilema [Bachelor's thesis, Riobamba, Universidad Nacional de Chimborazo].
Nieminen, P., Savinainen, A., & Viiri, J. (2023). Teaching and learning kinematics through multiple representations. Physics Education, 58(1), 015005. https://doi.org/10.1088/1361-6552/ac9f45
OECD. (2021). Global competence in education. OECD Publishing. https://doi.org/10.1787/9789264306780
Paguay Maji, B. A. (2024). Simulador PhET para el aprendizaje del movimiento rectilíneo uniforme, carrera de Pedagogía de las Ciencias Experimentales Matemáticas y la Física [Bachelor's thesis, Riobamba].
Park, S., Suh, J. K., & Seo, K. (2022). Teachers’ pedagogical content knowledge for inquiry-based science teaching. International Journal of Science Education, 44(8), 1245–1266. https://doi.org/10.1080/09500693.2022.2046207
Pasochoa, E. M. G., Chicaiza, M. D. U., Encalada, G. V. T., Bendoval, J. A. F., & Saraguro, S. R. V. (2025). Uso de simuladores virtuales y laboratorios remotos para potenciar el aprendizaje de la Física universitaria. Ciencia y Educación, 6(10.2), 861-870.
Pérez-Higuera, G. D., Niño-Vega, J. A., & Fernández-Morales, F. H. (2020). Estrategia pedagógica basada en simuladores para potenciar las competencias de solución de problemas de física. Aibi Revista De investigación, administración E ingeniería, 8(3), 17-23.
Potvin, P., & Hasni, A. (2022). Interest, motivation and attitude toward science and technology at K–12 levels: A systematic review. Studies in Science Education, 58(1), 1–49. https://doi.org/10.1080/03057267.2021.1919711
Ramirez, G. E. R. (2023). El papel de la experimentación en la enseñanza de las Ciencias Naturales. Ciencia Latina Revista Científica Multidisciplinar, 7(3), 632-652.
Talanquer, V. (2020). Teachers’ decision-making in science education. International Journal of Science Education, 42(10), 1–20. https://doi.org/10.1080/09500693.2020.1769834
Talanquer, V., Bolger, M., & Penuel, W. R. (2024). Supporting teachers’ pedagogical reasoning for ambitious science teaching. Science Education, 108(1), 1–27. https://doi.org/10.1002/sce.21798
Vargas Aguinda, S. X. (2024). Estrategias Didácticas para el aprendizaje de Cinemática en primero de bachillerato de la Unidad Educativa “Ciudad de Tena [Bachelor's thesis, Riobamba, Universidad Nacional de Chimborazo].
Vásquez Revelo, J. D. (2023). Estrategias didácticas basadas en la metodología activa para la enseñanza del movimiento unidimensional [Bachelor's thesis, Riobamba].
Wilcox, B. R., & Lewandowski, H. J. (2021). Students’ views about the nature of experimental physics. Physical Review Physics Education Research, 17(1), 010113.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Andreina Lisbeth Zambrano Suarez, Cindy Tatiana Bucaran Intriago
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This journal provides immediate open access to its content, based on the principle that offering the public free access to research helps a greater global exchange of knowledge. Each author is responsible for the content of each of their articles.
Universidad de Oriente 