International Journal of Applied Research
Vol. 5, Issue 4, Part C (2019)
Transferencia conceptual en ciencias y matemáticas en los cursos de química y física con el uso de problemas verbales
This action research was conducted at the High School of the University of Puerto Rico as a need to determine the factors that influence a student to make a conceptual transfer in science and mathematics, specifically in chemistry and physics courses. These two courses naturally need to integrate with various areas of mathematics, which emerged several alternatives to work in this investigation. The researchers were inclined to work with Word Problems as a strategy for teaching and learning in which students can show their knowledge and help turn the teacher to identify possible erroneous or alternative concepts in the process of solving a problem. This descriptive study aims to make way for curricular changes in science and math courses. To develop this research we proceeded to administer a questionnaire of open questions in order to determine if any, major problems presented by students in solving word problems. Once the questionnaire was analyzed proceeded to work word problems in the classroom of each researcher, using the theory of Polya, concrete and conscious. A turn is made an analysis of the mathematical concepts necessary for chemistry and physics courses and degrees in which these concepts are offered. We conclude that a significant percentage of students not proficient in problem solving process. This lack of control is presumed to be tied to a lack of conceptual domain. Which then gives way to establish the need for a curriculum review in the areas of science and math, which impacts required courses for students and a deep curricular analysis it is in progress and is the primary purpose of why He initiated this investigation.
How to cite this article:
Edwin Rivera Rivera, José E Nocua Bernard, Elena Maldonado Vargas. Transferencia conceptual en ciencias y matemáticas en los cursos de química y física con el uso de problemas verbales. Int J Appl Res 2019;5(4):172-176.