Las prácticas experimentales lúdicas y el desarrollo del pensamiento formal en los desempeños auténticos, del currículo de física de los estudiantes del bachillerato del INSTITUTO TECNOLÓGICO SUPERIOR “ÁNGEL POLIBIO CHAVES” de la ciudad de Guaranda, provincia Bolívar, durante el PERIODO LECTIVO 2010 – 2011.

Abstract

The present investigation about “THE LUDICROUS EXPERIMENTAL PRACTICES IN THE DEVELOPMENT OF FORMAL THOUGHT IN THE AUTHENTIC DEVELOPMENT OF THE PHYSICS CURRICULUM OF THE HIGH SCHOOL STUDENTS OF THE INSTITUTO TECNOLOGICO SUPERIOR “ANGEL POLIBIO CHAVEZ” IN GUARANDA, BOLIVAR DURING THE TIME PERIOD OF 2010-2011”. The investigation has only one goal to form an alternative solution to the very complicated problem that presented its self while studying exact sciences like physics, especially in high school where it was detected that the application of experimental ludicrous practices as a strategy to creatively fix problems of learning on the part of the teachers. This forms an adequate solution to the development of formal thinking in the authentic thoughts. That way we can reinforce the knowledge making it easier to study math especially in the field of physics. It was determined that the starting point would be the same as the thing that favored the development of the investigative work. This permitted the identification of the reality of a pedagogical problem that was debated during a long period of time and that till this moment has not been resolved by teachers. The teachers want to reach their desired level in the application of an innovative methodology such as the application of ludicrous experimental practices in the development of formal thought. The identified problem adjusts itself in the area in which the education is being developed: the class rooms with the high school students of the physics mathematics specialty in the Institute Technologic Angel Polibio Chavez. The response to the problem about the lack of interest on the part of the teachers talking about the application of ludicrous experimental practices is considered reinforcement. We don’t directly apply the theory in thought so even worse we won’t apply the theory in practice. The teachers simply go with the flow when working with classes. We plainly suppose that the investigation, in itself signals the importance, necessity, pertinence, originality, and the factuality. According to the place where the investigation was developed it is clear that we found resistance with the teachers and the parents of the students when reviewing the information. This is understandable because topic is delicate and complicated. According to these parameters we planned the general objectives and specifications. These have a high degree of validity, confidence, and ability to reach the goal by answering the hypothesis that permitted identifying the two variables that were conveniently operationalized according to the parameters. This whole development of operationalization served to count on the necessary elements to elaborate the instruments for recollection of data. In the first chapter we described topics that are directly related to the investigation’s motive. They are the application of ludicrous experimental practices in the field of the specialty of mathematics and physics as the solution to problems. Also described are the principals of this strategy that keep a very special relationship to the scientific theory. In the second chapter the methods are described in which we used to organize and complete our work. Methods that were basic and fitting for the level of the students: they are explicative and descriptive for the present place and the time in a way that is easy to follow so that at the end we can count on a very factual and objective level of appreciation, previous to the goal of the investigation. The selection of the place and the corresponding relation was established with the institution and applied to the investigative objects that were in total (67 students, 3 directors, and 12 teachers) a pretty reliable group. Change strategies were considered the application of experimental and ludicrous practices in the development of formal thought in the areas of physics and mathematics and chemistry and biology. Their application informed these practices. The third chapter details the results obtained after the quest. The same results were put into a data base in a meticulous way and with them we configured pertinent graphs and tables to afterwards be able to interpret them in a qualified way. This permitted reaching the conclusion that the hypothesis was correct and reaching our own conclusions based on which we made our recommendations. As we can see this work investigates the reality in which was reached the development in teaching physics by applying the experimental ludicrous practices in the development of formal thought of the high school students of the Instituto Technologic Angel Polibio Chaves. It does not only establish a diagnosis of this reality, but also presents theoretical and practical problems such as a proposition for a class room, that permits the incorporation in an effective way of the methods and creative techniques. The goal is to activate in the students their development and consequently construct a complete and supportive formation of pedagogy.