Conceptual learning of Newton's laws through didactic sequences with augmented reality simulations

Authors

DOI:

https://doi.org/10.21556/edutec.2024.90.3295

Keywords:

Conceptual Learning, Didactic Sequences, Augmented Reality Simulations, Newton's Laws

Abstract

Redefinition of learning experiences through augmented reality technology requires a broad vision of the process, which in the case of science teaching allows linking the possibilities of visualizing phenomena difficult to observe or reproduce with activities that respond to specific didactic objectives. Thus, this article presents the details of a supported intervention with augmented reality simulations for teaching Newton's laws, within the framework of two proposed didactic sequences. Under a quasi-experimental scheme and a pre-test and post-test design, a questionnaire on the concept of force was used to assess conceptual learning. Results of the item difficulty index and the relative learning gain are shown, obtaining a favorable difference for the experimental group, particularly in equity in learning. Finally, notable some findings regarding the use of proposed didactic sequences are presented.

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Author Biographies

Francisco Aguilar Acevedo, Anahuac Puebla University (Mexico)

Master of Science in Mechatronic Engineering from the National Centre for Research and Technological Development, and Doctor of Science in Physics Education from the National Polytechnic Institute. His areas of interest include technologies for the teaching-learning of science, and the modelling and simulation of physical systems.

Jesús Alberto Flores Cruz, National Polytechnic Institute (Mexico)

Master and PhD in Systems Engineering from the Postgraduate Studies and Research Section of the ESIME-Zacatengo of the IPN. Dr. Flores is currently part of the academic staff of the Postgraduate Programme in Physics Education at CICATA-Legaria of the IPN.

Daniel Pacheco Bautista, University of the Isthmus (Mexico)

Professor of Science with Electronics from the National Institute of Astrophysics, Optics and Electronics, and PhD in Biomedical Engineering from the Universidad Popular Autónoma del Estado de Puebla. His current lines of work focus on Computer Architecture, Reconfigurable Computing, and Biomedical Engineering.

Efraín Dueñas Reyes, University of the Isthmus (Mexico)

Professor of Science in Power Electronics from the Centro Nacional de Investigación y Desarrollo Tecnológico, and PhD candidate in Energy from the Instituto de Energías Renovables (IER-UNAM). His areas of interest include power electronic converters applied to wind turbines and photovoltaic panels.

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Published

17-12-2024

How to Cite

Aguilar Acevedo, F., Flores Cruz, J. A., Pacheco Bautista, D., & Dueñas Reyes, E. (2024). Conceptual learning of Newton’s laws through didactic sequences with augmented reality simulations. Edutec, Revista Electrónica De Tecnología Educativa, (90), 19–33. https://doi.org/10.21556/edutec.2024.90.3295

Issue

No. 90 (2024): Edutec Issue 90 - December 2024

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Journal articles

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