Design Thinking, metodología para la enseñanza-aprendizaje del campo eléctrico en bachillerato.

Abstract

In modern education, one of the greatest challenges is to find teaching methodologies that not only transmit technical knowledge, but also foster critical thinking, creativity and intrinsic motivation of students. In this context, the electric field, a fundamental concept in physics, presents difficulties of understanding that can be addressed through innovative educational approaches. This study proposes the implementation of the Design Thinking methodology, which develops a student-centered approach in the search for and resolution of real problems, thus promoting active, meaningful and autonomous learning. The primary objective of this study was to implement an intervention proposal based on this methodology to improve the teaching and learning of the electrical field in the third year of high school. A quasi-experimental study was carried out during a school year with the participation of 39 students and a physics teacher, divided into an experimental group and a control group. Design Thinking methodology was applied to the experimental group, while the control group continued with traditional teaching methods. The effectiveness of the intervention was evaluated according to the grading scale [MINEDUC] (2016), ranging from 0 to 10, where 0 is the minimum grade and 10 the maximum, by means of pre- and post-tests. While the observation sheets and satisfaction surveys were evaluated using the Likert scale. The results showed that the experimental group had a significant improvement in their academic performance, with an increase in scores from 4.66 in the pretest to 7.37 in the posttest, in contrast to the control group, which only showed a marginal improvement from 5.99 to 6.23. In addition, students in the experimental group demonstrated an increase in intrinsic motivation toward learning about the electric field. Finally, the findings suggest that Design Thinking can be an effective strategy to improve the teaching of the electric field, promoting a more active, meaningful and motivating learning. It is recommended to explore the implementation of this methodology in other physics subjects and at different educational levels.