Problem solving for a significant learning of Physics in Senior High School (Review)

Abstract

The teaching-learning process of Physics presents great challenges as an object of research. The constant search and intention of teachers to understand the learning mechanisms developed by students when solving Physics problems is essential to effectively conduct this process. Such a complex context suggests the need to understand and value the role of problem solving as an indispensable tool that favors a significant learning of the students. In this article, various sources of information relevant to the subject are consulted and several of the most outstanding trends in the treatment of problem solving as a learning situation are shown. The objective is to elaborate a methodology for the resolution of pencil and paper problems, which favors a significant learning of Physics in senior high students. The research is qualitative, following a bibliographic and descriptive design, supported by theoretical methods: documentary analysis, analytical-synthetic, inductive-deductive, hermeneutic-dialectical, modeling and systemic-structural-functional. The techniques used for information processing and analysis were descriptive analysis and analytical discussion. The methodology elaborated is applicable in the teaching-learning process of Physics in senior high school, it is based on a theoretical body, organized by actions that allow developing through problem solving a significant learning of the content of the subject Physics in the students of this educational level.