Enseñanza de la Física y Aprendizaje Colaborativo: estrategias para manejo de grupos

Abstract

This research arose in response to the need for guidance on group management strategies among students in the Pedagogy of Experimental Sciences: Mathematics and Physics program. The methodology used was mixed. Regarding the quantitative aspect, given that managing the classroom environment is a broad topic, the study was defined through a survey, which revealed that the greatest difficulty encountered is when carrying out group activities. The theoretical basis of this research provides important concepts on the management of discipline. The teacher's attitude and role in the teaching-learning process were considered, as well as the importance of collaborative work, since it is a significant part of teaching physics. This information was systematized through a thorough review to identify effective strategies. Subsequently, regarding the qualitative aspect, interviews were conducted with teachers to understand how they manage discipline in the classroom. The results were analyzed using artificial intelligence tools and complemented by a detailed manual review. Finally, the triangulation technique was applied, comparing the results obtained from the theoretical review and the interview analysis. Based on the similarities between the two sources, 14 effective strategies for managing discipline in collaborative work emerged.