No abstract

In 2017, almost everywhere in the world, there was a boom in sales of fidget spinners. A toy that has 'multi-lobes' that can rotate freely from a thrust performed with the fingers. Thereby, we analysed the physics concepts that involved in this toy, such as angular and linear velocity. We did the analysis using the software Tracker, a laboratory light sensor, a free mobile application that turns the device flashlight into a strobe light source. Thus, we aim to show that it is possible to transform a well-known toy into an opportunity to work on physics concepts and to construct experiments in the classroom.iopscience.org/ped 4 Strobe tachometer (RPM Meter)-Available for IOS on: https://itunes.apple.com/us/app/strobe-tachometer-rpmmeter/id831460940?mt=8.

Resumen: Con el objetivo de promover el conocimiento de la geomorfología a través de una herramienta utilizable por el conjunto de la sociedad, en el curso de geomorfología de la carrera de geología se incorporó el aprendizaje basado en proyectos (ABP) y la gamificación como metodologías de enseñanza-aprendizaje innovadoras. El proyecto se basó en la creación de un juego de mesa al que se le suma la incorporación de la gamificación al momento de utilizar el juego creado, el cual mostró ser una herramienta de aprendizaje que favorece la adquisición de conocimientos geomorfológicos, la capacidad de análisis, creatividad y motivación en los estudiantes. Debido a la sencillez tecnológica y accesibilidad económica del juego creado, se espera que la sociedad tenga la posibilidad de acercarse a la geología, adquiriendo un mayor conocimiento de su entorno natural.

Also, she is currently collaborating with the School of Engineering at the University Andres Bello at Santiago, Chile. Angeles holds a bachelor degree in Physics Engineering from Tecnologico de Monterrey and a doctoral degree in Mathematics Education from Syracuse University, NY. Dr. Dominguez is a member of the Researchers' National System in Mexico (SNI-1) and has been a visiting researcher at Syracuse University, at UT-Austin and at Universidad Andres Bello. She teaches undergraduate courses in Mathematics, graduate courses in Education, and is a thesis advisor on the master and doctoral programs on education at the Tecnologico de Monterrey. Her main research areas are: models and modeling, use of technology to improve teaching and learning, gender issues in STEM education.

One important skill to be developed in future physicists is modelling reality using physics. Problem-solving is the activity most used to teach, learn and assess physics skills at the university level. However, most of the problems habitually used in physics subjects seem not to encourage developing this skill. Two empirical exploratory studies were conducted. Educational materials were analysed to contrast the hypothesis asserting that most of the academic problems would not help students to develop the modelling skills. Secondly, with the proposed ‘Physics Problem Understanding Model’, two kinds of experimental problems were elaborated. A small group of experts solved the experimental problems in an interview. The hypothesis stated that there would be evident differences between skills associated with the solving procedures of each type of experimental problem. Results served to contrast the cognitive model proposed for sufficiency and supported the hypotheses even though further studies are needed to obtain external validity. Key words: cognitive model, modelling skills, problem solving, problem statements, university level.