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Location:
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KFC Courts |
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Date:
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Tuesday, Aug.02 |
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Time:
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5:15PM - 6:00PM
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Author:
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Mario Humberto Ramírez Díaz, CICATA-IPN
52-55-57296000 ext 67748, mramirezd@ipn.mx
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Co-Author(s):
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Luis Antonio García Trujillo
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Abstract:
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In recent years there has been much discussion about the idea that we must improve or optimize the learning processes in the traditional technologies classes. This idea in part has been inspired because of the fact that the new generation of students has grown up with direct technology interaction. However, in our experience as physics teachers in different universities in Mexico, we can't deny that occasionally the incorporation of technologies into the classroom is beneficial, for example we have used graphic software in the physics process, numeric simulations of experimental evidence, or applets available on the web. But, in our experience the students think the problems are monotone, furthermore they don't conceive that a problem could be solved with a mix of equations that describe the physics phenomena. In this work we give reflections on the introduction of technology in the physics class and its negative aspects on students' learning of physics in some universities in Mexico.
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Footnotes:
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None
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