Published Instituto Tecnológico superior Edwards Deming. Quito
- Ecuador Periodicity July - September Vol. 1, Num. 26, 2025 pp.
35-50 http://centrosuragraria.com/index.php/revista Dates of receipt Received: May 02, 2025 Approved: June 10, 2025 Correspondence author jraulestia@uce.edu.ec Creative Commons License Creative Commons License, Attribution-NonCommercial-ShareAlike 4.0
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La Física como experiencia: Un enfoque
de los contenidos de Física en la materia de Ciencias Naturales en Educación
General Básica
José Ricardo Aulestia Ortiz1
William Arnulfo Meneses Rodríguez2
Jorge Washington Encalada Noboa3
Kelly Daysi Hernández Mite4
Master's
Degree in Teaching in Higher Education Institutions Central
University of Ecuador jraulestia@uce.edu.ec https://orcid.org/0000-0001-5825-2487 Master's
Degree in Educational Management and Leadership Central
University of Ecuador wameneses@uce.edu.ec https://orcid.org/0009-0006-2411-600X Master's
Degree in Physics Teaching University
of Guayaquil jorge.encaladan@ug.edu.ec https://orcid.org/0000-0002-2884-5596 Master's
Degree in Recreation and Leisure Time University
of Guayaquil kelly.hernandezm@ug.edu.ec https://orcid.org/0000-0002-7061-9402
Key words: physics teaching, active learning, natural sciences, basic education.
Resumen: Este artículo presenta una revisión crítica sobre el enfoque experiencial en la enseñanza de la física dentro de la asignatura de Ciencias Naturales en la Educación General Básica. A partir del análisis de veinticinco estudios publicados entre 2020 y 2024, se identifican las principales estrategias pedagógicas basadas en la experimentación, la indagación, el uso de materiales de bajo costo, las salidas al entorno y las herramientas digitales interactivas. Los resultados muestran que dichas estrategias promueven un aprendizaje significativo, mejoran la actitud hacia la física y fomentan el desarrollo del pensamiento científico desde edades tempranas. Además, se evidencia que este enfoque es viable en contextos con limitaciones de recursos y que puede implementarse de manera gradual por docentes creativos y comprometidos. El estudio concluye que enseñar física como experiencia concreta contribuye a la formación de una ciudadanía científica crítica y activa, y se alinea con los objetivos curriculares de la educación básica en Ecuador y América Latina. Las conclusiones destacan la importancia de fortalecer la formación docente y de consolidar prácticas escolares que reconozcan la ciencia como una experiencia vivencial, contextualizada y significativa.
Palabras clave: enseñanza de la física, aprendizaje activo, ciencias naturales, educación básica.
Introduction
In the context of General Basic Education (EGB), the teaching of Natural
Sciences represents a privileged opportunity to stimulate critical thinking,
wonder about the natural environment and the development of fundamental
scientific skills. However, one of the greatest challenges in this field is to
ensure that physics content, which is often perceived as abstract, is
understood in a meaningful way by students. Despite the fact that in the early
school years children interact with physical phenomena constantly, such as
falling objects, movement, heat or light, these experiences do not always
translate into solid learning if they are not guided by an appropriate
methodological approach (Rojas-Murillo et al., 2021).
In the last decades, several researches have agreed on the need to
rethink the traditional approach to the teaching of physics at basic levels.
Numerous studies have shown that approaches focused on the transmission of
decontextualized content and the memorization of formulas are ineffective in
promoting lasting learning, especially at the early school levels (Tavares et
al., 2022; González & Ocampo, 2023). In contrast, there is a need to
articulate an experiential approach, where physical knowledge is built from
observation, manipulation of materials, dialogue with the teacher and peers,
and direct linkage with the everyday environment.
This experiential approach finds support in the theoretical bases of
constructivism, especially in the ideas of Piaget and Vygotsky, who emphasized
that knowledge is actively constructed when the individual interacts with his
environment, explores and reflects on his discoveries. Similarly, John Dewey's
pedagogy insists that authentic learning comes from direct experience, solving
real problems and active learning, ideas that today are revitalized in the field
of science education (García-Sancho et al., 2021). Applied to physics, this
implies promoting activities where students can "see, touch and
experiment" with physical phenomena, which facilitates their understanding
and their connection with the world.
Several empirical studies have confirmed that the use of active and
experimental strategies in physics teaching contributes to increased interest,
concept retention and the development of scientific thinking from an early age
(Medina-Hernández & Zúñiga, 2020; López & Cabrera, 2022). For example,
the incorporation of simple experiments, carried out with accessible materials,
allows explaining phenomena such as equilibrium, static electricity or sound in
a concrete, motivating and affordable way for GBS students. These practices not
only develop cognitive skills, but also scientific attitudes such as curiosity,
respect for evidence and willingness to question.
In the particular case of Latin America, and specifically in Ecuador,
significant efforts have been made to improve the quality of science teaching
in basic education. However, rigid approaches still persist, focused on the
memorization of concepts and the mechanical resolution of exercises (INEVAL,
2021). This is aggravated by the scarce specialized training in physics that
many Natural Sciences teachers at the GBS level possess, which limits the
possibility of offering meaningful experiences to students. Faced with this
situation, recent research suggests that one of the keys to transform this
reality lies in offering pedagogical proposals that articulate physics with
direct experience of the environment and with teacher creativity (Cevallos et
al., 2022).
Within this framework, teaching physics as an experience not only
implies a methodological transformation, but also a revaluation of the
teacher's role as a mediator between the physical phenomenon and the students'
understanding. The teacher ceases to be a transmitter of information to become
a facilitator of experiences, who guides observation, asks questions,
encourages inquiry and promotes discussion. This vision is aligned with the
competency approach proposed in current curricula, where students are expected
to develop skills for lifelong learning, solve problems and act responsibly
towards the environment (Ministry of Education of Ecuador, 2016).
The experiential approach in the teaching of physics is especially
relevant in the context of General Basic Education because students are at a
stage of cognitive development where concrete thinking predominates over
abstract thinking. According to Piaget, children between the ages of 7 and 12
are in the stage of concrete operations, which means that they need to
manipulate objects and experiment directly with phenomena in order to
understand them effectively (Piaget, 1972). Consequently, trying to introduce
physical concepts only through verbal explanations or readings without previous
experiences can generate disinterest, incomprehension or an erroneous
conceptualization of the phenomena.
A recent review of pedagogical practices in elementary and middle school
education in Latin American contexts found that the most effective strategies
for teaching physics to children were those that combined play, experimentation
and collaborative work (Sánchez-Villavicencio et al., 2021). These strategies
not only favor the development of cognitive skills, but also socioemotional
skills, such as cooperation, perseverance and assertive communication, aligned
with the comprehensive training approach promoted by current curricular
frameworks.
Likewise, the use of contextualized physical experiences makes it
possible to generate meaningful learning. According to Ausubel (2002), learning
is meaningful when new knowledge is related to the learner's previous
structures. In this sense, if the teaching manages to link a physical concept
with real situations experienced by the students -such as the use of a pulley
to lift a bucket, the sound of a vibrating rope or the heat of the sun on a
metal-, the probabilities that the knowledge will be incorporated in a lasting
and functional way are increased. Thus, experience becomes the gateway to
formal knowledge.
In addition, the student's everyday environment can be a natural
laboratory for discovering physics. An experiential approach recognizes that
phenomena such as gravity, pressure, light reflection or energy transformation
are present in everyday life and can be explored with a scientific eye. This
vision is in line with international trends promoting Science Education for
All, where it is considered that scientific literacy should start from the
early school years as a way to foster a critical, informed citizenry capable of
actively participating in the knowledge society (Bybee, 2020).
In this context, the role of the teacher as a designer of experiences
becomes vitally important. Several investigations highlight that teachers who
adopt a reflective, investigative and creative attitude can transform science
classrooms into spaces of discovery and wonder (Pineda & Delgado, 2020). However,
for this to happen, it is essential that teachers receive continuous training
and relevant didactic resources. In countries such as Ecuador, where many
natural science teachers come from general and not specific training in
physics, it is necessary to implement teacher updating programs with emphasis
on experimental strategies, guided inquiry and design of contextualized
practical activities (Ortiz et al., 2023).
On the other hand, digital technologies now offer complementary tools
that enhance the experiential approach. Platforms such as PhET Interactive
Simulations, developed by the University of Colorado, allow students to
interact with virtual models of physical phenomena, which is especially useful
when material resources are scarce or when seeking to complement the physical
experience with simulation (Wieman et al., 2020). These simulators are
accessible, engaging, and allow students to observe how results vary as a
variable is modified, thereby strengthening their conceptual understanding and
their ability to formulate hypotheses and conclusions.
The academic literature has also documented how the implementation of
school projects, science fairs, and open-ended inquiry activities promote
deeper learning in physics. For example, when students build their own
measuring instruments (such as a balance, compass, or thermometer), they not
only better understand the physical principles involved, but also develop
technical skills, logical thinking, and autonomy (Carrillo & Guzmán, 2021).
These activities allow students to feel as protagonists of their learning
process and revalue scientific knowledge as a useful tool to understand and
transform their reality.
In the context of GBS, curricular proposals should consider this
evidence and promote the teaching of physics not as a series of
decontextualized definitions and formulas, but as a way of exploring the world,
asking questions, seeking answers and marveling at nature. The Ecuadorian
curriculum, for example, establishes as one of the objectives of the subject of
Natural Sciences to "develop scientific thinking through observation,
experimentation and critical analysis of natural phenomena" (Ministry of
Education of Ecuador, 2016, p. 8), which opens an important door to propose
strategies focused on experience.
However, the reality of the classroom many times shows a gap between the
ideal curriculum and the actual teaching practice. Factors such as the number
of students per classroom, the lack of school laboratories, the limited time
for planning or the pressure to cover assessable content tend to discourage the
implementation of experiential proposals. In response to this, several studies
have advocated the use of low-cost and easy-to-implement experiments, which can
be carried out with recyclable or everyday materials, such as bottles, spoons,
rulers, balloons, batteries, paper clips or mirrors (Martínez et al., 2020).
These practices allow democratizing access to scientific knowledge and show
that teaching physics with meaningful experiences does not require large
investments, but creativity and pedagogical commitment.
It should be noted that the experiential approach does not intend to
replace the theoretical knowledge that is an essential part of learning
physics, but rather to provide it with meaning and functionality. The frequent
error in some traditional approaches has been to present physical concepts as
immovable dogmas, detached from everyday life and the students' capacity for
wonder. In contrast, when teaching is based on experience and active inquiry,
knowledge becomes dynamic, open to exploration and constant reinterpretation.
This type of teaching also requires a transformation in assessment.
Conventional evaluations, centered on closed questions or the resolution of
standard exercises, do not adequately capture the learning processes involved
in physical experiences. Instead, tools such as the portfolio of experiments,
observation rubrics, field journals or self-assessments may be more relevant to
assess not only learning products, but also the processes of observation,
inference, collaboration and reflection (Salas & Montenegro, 2021). These
strategies also help to diversify assessment and to value creativity, effort,
initiative and active participation of students.
Quality science education not only seeks to train future scientists or
technicians, but mainly informed, critical citizens committed to their
environment. Teaching physics from experience allows students to cultivate the
ability to observe carefully, to ask questions, to understand how the natural
world works and to intervene in it responsibly. In times of intensifying
environmental and technological challenges, developing an early and deep
understanding of physical principles can contribute to forming more aware,
informed and creative generations.
Furthermore, in the digital age in which today's students live, physical
experiences must be complemented with interactive resources that enhance
visualization, virtual experimentation and gamification of learning. The use of
simulators, educational apps and adaptive learning platforms can enrich
face-to-face experiences, provide immediate feedback and encourage an attitude
of autonomous exploration. However, it is essential that these tools do not
replace direct experience, but rather amplify it, respecting the active and
bodily nature of learning in childhood (Gómez-Vargas & Herrera, 2022).
Finally, it is pertinent to point out that the "physics as
experience" approach also represents an opportunity to redefine the image
of physics as a difficult or inaccessible science. If students experience from
an early age that physics is present in their daily lives, that they can
understand it in their own words, explore it with their hands and share it with
their peers, they are more likely to develop a positive attitude towards it and
be interested in continuing their learning at higher levels.
Therefore, the purpose of this study is to support, from an academic and
pedagogical review, the relevance of an experiential approach to the teaching
of physics in the subject of Natural Sciences in General Basic Education,
highlighting its benefits, challenges and projections to improve the quality of
scientific learning from the early school years.
Methodology
The
present study adopts a qualitative methodology, oriented under an exploratory
and documentary approach, which aims to critically examine the experiential
approach to the teaching of physics in General Basic Education (EGB),
especially within the subject of Natural Sciences. This methodological choice
responds to the need to systematize, analyze and compare different didactic
proposals, pedagogical experiences and empirical studies developed in recent
years, both in the Latin American context and in international educational
scenarios, in order to support the relevance of integrating concrete
experiences in the learning of physical contents from an early age.
The
methodological strategy was structured on the basis of an exhaustive
bibliographic review of academic sources indexed in scientific databases such as
Scopus, ERIC, RedALyC, Scielo and Dialnet, prioritizing articles published
between 2020 and 2024 to ensure the timeliness of the analysis. Inclusion
criteria were established that included: (a) research focused on the teaching
of physics in basic education, (b) studies that promote active or experiential
approaches, (c) methodological proposals based on learning through discovery,
inquiry, or experimentation, and (d) studies contextualized in countries with
educational systems comparable to Ecuador. As exclusion criteria, works with
purely theoretical approaches without concrete didactic application or
publications prior to 2020 were excluded, except those that constitute
fundamental theoretical frameworks (such as Piaget or Ausubel).
The
analysis of the information was carried out in three stages: the first
consisted of an exploratory reading of the summaries of more than fifty
documents to identify those most relevant to the object of study. In the second
stage, an analytical and critical reading of twenty-five selected documents was
carried out, extracting key ideas, pedagogical strategies, empirical results
and limitations reported in each case. Finally, we proceeded to an
interpretative synthesis, articulating the findings with the conceptual frameworks
of constructivism, meaningful learning, and experience-based learning, in order
to elaborate a solid body of arguments to support the central pedagogical
proposal of the article.
This
methodological design also allowed us to identify the current trends in physics
teaching in GBS, the most common barriers to the implementation of experiential
practices (such as lack of teacher training or resources), and the possible
documented solutions, such as the use of digital simulators or low-cost
materials. Additionally, the feasibility of applying these strategies in the
Ecuadorian context was assessed, based on their alignment with the current
curriculum of the Ministry of Education and the pedagogical resources available
at the basic level.
It is
important to point out that, being a documentary review, this study did not
involve field work or primary data collection, but was based on the critical
interpretation of secondary evidence. Nevertheless, its value lies in the
rigorous systematization of existing knowledge, which can guide both future
research and pedagogical decisions in the classroom. The adopted methodology
allows, therefore, to establish a solid referential framework that contributes
to the design and implementation of innovative, contextualized and grounded
practices for the teaching of physics as a meaningful experience in General
Basic Education.
Results
From the review
of twenty-five recent academic studies, multiple evidences were identified that
support the effectiveness of the experiential approach for teaching physics at
the General Basic Education level. One of the most recurrent findings was that
strategies based on direct manipulation of objects, exploration of the
environment and problem solving from real situations allow for a deeper understanding
and meaningful understanding of physical concepts. These strategies, in
addition to facilitating conceptual acquisition, foster positive attitudes
towards science, such as curiosity, perseverance and interest in understanding
the natural world (Tavares et al., 2022; Medina-Hernández & Zúñiga, 2020).
The reviewed
studies agree that low-cost experiments, designed with homemade or recycled
materials, allow representing phenomena such as equilibrium, atmospheric
pressure, density or light reflection in an accessible way for students between
8 and 13 years old. In particular, the work of Pavón et al. (2021), who
documented experiences in Ecuadorian educational institutions where these
practices not only improved academic performance in physics, but also encouraged
active participation and the ability to formulate explanations based on
evidence, stands out.
Another widely
valued strategy was the implementation of interactive simulators, such as those
developed by PhET, which allow virtual
experimentation with complex phenomena, modifying variables and observing their
effects in real time. These tools are especially useful in contexts where
material resources are limited or where it is necessary to complement the
physical experience with visual representations that are difficult to observe
directly (Wieman et al., 2020; Gómez-Vargas & Herrera, 2022).
Likewise, several
studies pointed out the benefits of carrying out pedagogical outings to the
natural environment, where students can directly observe physical phenomena
such as free fall, sound, the effect of sunlight or the force of the wind.
These activities, if guided by key questions and structured observation tasks,
foster the development of scientific thinking and the connection between school
knowledge and everyday life (Sánchez-Villavicencio et al., 2021; Pineda &
Delgado, 2020).
Successful
experiences of school inquiry projects were also reviewed, such as science
fairs, construction of devices or resolution of physical challenges, which
strengthen competencies such as collaborative work, creativity and autonomy in
learning. In these contexts, students not only apply physical concepts, but
also develop communication skills and abilities to argue and justify their
decisions (Carrillo & Guzmán, 2021; López & Cabrera, 2022).
Figure 1. Perception of effectiveness of experiential
strategies in physics teaching.
The following
table presents a synthesis of the main experiential strategies identified in
the reviewed studies, their most relevant benefits and some of the sources that
support them:
Table 1. Experiential strategies in Physics teaching and
their benefits.
|
Experiential strategy |
Observed benefits |
References |
|
Low-cost experiments |
Facilitate the understanding of abstract
concepts and foster interest. |
Pavón et al. (2021); Martínez et al.
(2020); Carrillo & Guzmán (2021) |
|
Interactive simulations (PhET) |
Improve the visualization of complex phenomena and allow autonomous
learning. |
Wieman
et al. (2020); Gómez-Vargas & Herrera (2022) |
|
Outings to the natural environment |
Link physics with the everyday environment,
encourage scientific observation. |
Sánchez-Villavicencio et al. (2021);
Pineda & Delgado (2020) |
|
School science projects |
Develop critical thinking and collaborative skills. |
López
& Cabrera (2022); Cevallos et al. (2022) |
|
Science narratives with experimentation |
Motivate active participation and connect
physics with language and creativity. |
García-Sancho et al. (2021); Salas &
Montenegro (2021). |
Taken together,
the results indicate that the experiential approach is not only feasible from a
methodological point of view, but also effective in improving the quality of
learning in physics. The strategies analyzed show a high potential to be
adapted to diverse school contexts, including those with infrastructure or
material limitations. Their implementation does not necessarily require large
resources, but rather a pedagogical commitment on the part of the teacher and
creative planning that considers the student's environment as a source of
learning.
Conclusions
The analysis
developed throughout this article allows us to reaffirm that the experiential
approach in the teaching of physics represents a relevant, effective and
adaptable pedagogical alternative to the school contexts of General Basic
Education. Far from being a simple methodological strategy, this approach
constitutes an educational philosophy that recognizes students as active
subjects in the construction of knowledge, and experience as the privileged
means to establish meaningful relationships with scientific content.
One of the main
contributions of this review is the recognition that physics can and should be
taught in a concrete way from the first educational levels, overcoming the
traditional view that reserves it for higher levels or that presents it as an
abstract, mathematical discipline far from everyday life. The studies reviewed
agree that children have an innate capacity to ask questions about the physical
world that surrounds them, and that this curiosity can be channeled
productively if the teaching offers opportunities to observe, experiment,
construct and discuss real, close and understandable phenomena.
It has also been
shown that the use of low-cost materials, field trips, school projects and
digital simulators are powerful tools for implementing the experiential
approach even in contexts with limited resources. This is especially important
in Latin American countries such as Ecuador, where many schools lack
laboratories or specialized equipment, but have committed teachers and natural
environments rich in educational possibilities. In this sense, the experiential
approach democratizes the teaching of physics, showing that large investments
are not necessary to achieve significant learning, but rather creativity,
planning and pedagogical will.
From the
curricular point of view, this approach is also aligned with the principles of
the Ecuadorian national curriculum, which promotes the development of
scientific competencies, active learning and the integral formation of the
student. Teaching physics from experience allows developing not only conceptual
knowledge, but also skills such as systematic observation, logical thinking,
hypothesis formulation, argumentation, scientific communication and teamwork.
These competencies are key not only for academic success, but also for the
formation of a critical citizenry, capable of making informed decisions and
understanding the natural phenomena that affect their daily lives.
Another relevant
aspect of the conclusions is the transforming role of the teacher in the
implementation of this approach. Far from being a simple transmitter of
information, the teacher becomes a mediator of experiences, a guide who
facilitates the construction of knowledge through dialogue, experimentation and
reflection. This role requires an investigative attitude, a willingness to
innovate and a solid didactic training in natural sciences. Therefore, it is
recommended that educational institutions and teacher training programs
incorporate the experiential approach more systematically in their curricula,
both at the initial level and in continuing education.
Furthermore, it
is noted that the experience should not be limited to a specific activity, but
should be coherently integrated into curricular planning. To this end, it is
necessary to create conditions that allow teachers to plan ahead, to have
adequate materials available and to evaluate learning in a diversified manner.
The implementation of portfolios, qualitative rubrics, field diaries and
formative evaluations are valid alternatives to assess complex processes such
as experimentation, observation, discussion and continuous improvement.
Evaluating physics from experience also implies valuing deep understanding, the
ability to apply knowledge and scientific attitude, above the memorization of
formulas or definitions.
In relation to
the results obtained in the review, it is highlighted that empirical studies
show significant improvements in academic performance, in the attitude towards
physics and in the development of scientific skills when experiential
strategies are applied. In particular, research that includes low-cost
practices, such as those reported by Pavón et al. (2021), show that these types
of proposals are especially effective in highly vulnerable school contexts, where
meaningful experiences are scarce and access to educational resources is
limited. These experiences also contribute to reducing gender and achievement
gaps by actively involving all students, regardless of their previous level of
knowledge.
It is also
concluded that the experiential approach strengthens the link between physics
and other areas of knowledge. By integrating scientific narratives, games,
literature, art or technology, students can build a more integrated and
contextualized view of physical phenomena, understanding that science is not an
isolated discipline, but a way of understanding the world that dialogues with
multiple knowledge and languages. This interdisciplinary perspective is
consistent with current teaching approaches and can be a way to motivate
students who might otherwise be indifferent or insecure about scientific
content.
Finally, this
review makes some pending challenges visible. Among them, the need for more
local research that systematically documents successful experiences at the
General Basic Education level; the urgency of educational policies that support
pedagogical innovation with resources, training and support; and the importance
of generating a school culture that values science as a living, relevant and
formative experience from the first years of schooling. Overcoming these
challenges is key to consolidate a physics education that not only informs, but
also transforms the way students think, feel and act in relation to the natural
world.
In conclusion,
teaching physics as an experience is not a pedagogical luxury or an optional
alternative, but an urgent educational need to achieve a more human, more
active and more meaningful scientific education. The science classroom should
be a space for exploration, discovery and collective construction of knowledge,
where physics is experienced, questioned, understood and enjoyed.
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