Guía de prácticas de laboratorio para la enseñanza de la estática en segundo de bachillerato

Abstract

Physics teaching in high school presents multiple limitations, including a lack of resources, limited use of laboratory materials, and a lack of time to address the content. Teaching statics in particular requires teaching resources that connect theory with real-life experiences to facilitate understanding. This thesis presents a proposal for laboratory practices whose primary purpose is to provide a practical guide for teachers, facilitating the implementation of experimental resources that enhance the understanding of statics concepts. It also seeks to foster an active and participatory approach in the classroom, overcoming traditional difficulties in teaching this subject. Qualitative research based on interviews with physics teachers demonstrates the relevance and structure of the proposal for its intended audience. Challenges were identified such as a lack of materials, limited use of guides, and a poor connection between theory and practice. The results show that the pedagogical use of the laboratory contributes significantly to improving the understanding of statics, promotes meaningful learning, and develops scientific skills.