Student-Centered Physics Learning, from the Problem-Based Learning

Abstract

Introduction: this article presents natural science teachers with a teaching strategy to place students at the center of the physics learning process. Objective: to strengthen the Physical Environment Component through Problem-Based Learning (PBL), in 9th grade students of the I.E. la Ribera de Montería, Córdoba Colombia. As specific objectives; to design a didactic strategy from the PBL, apply it, and analyze the students’ appreciations regarding it. Methodology: Qualitative methodology with descriptive design. Results: in the design of the strategy, it is considered the construction of the guide as key, since it is which directs the entire scenario in which the PBL is framed. In the application of the PBL, the Constructivist approach is installed where the teacher acts as the designer of the scenario and the student as a constructor of their own knowledge, putting into action the development of cognitive, cognitive, metacognitive skills, and a whole axiological platform. In relation to the students’ appreciations regarding the applied strategy, they highlight the benefits of the PBL from each of its steps; giving high value to hypothesis testing and teamwork. Conclusions: it is considered that the PBL allows the understanding and learning of physics, thanks to the epistemology, didactics, and other substantive elements of this method.