Algoritmos de Resoluci\'on de Problemas como disparadores de procesos de car\'acter compensatorio y de reconstrucci\'on de saberes previos

TL;DR

This paper introduces a teaching strategy using Hopscotch-Algorithms to enhance problem-solving skills and critical thinking in physics education, fostering flexible and reflective approaches among first-year students.

Contribution

It presents a novel problem-solving algorithm approach inspired by Hopscotch to promote flexible, critical, and reconstructive problem-solving habits in physics teaching.

Findings

Students valued the strategy positively.

The approach encouraged critical and flexible problem-solving.

It helped in reconstructing prior knowledge and understanding.

Abstract

In this work, we present a teaching strategy implemented in Introduction to Physics, corresponding to the first year of the Physics Teacher Degree at the National University of Rosario, whose main purpose is to provide students with tools to understand problem statements and exercises and to incorporate habits that favor their resolution and communication. For this purpose, we implemented the use of certain problemsolving algorithms, which we call Hopscotch-Algorithms, appealing to the image of this popular game in which steps can be skipped, rearranged or simultaneously executed. The aim is to stimulate a work method in a critical and problematized way, avoiding rigid or dogmatic applications of resolution steps. The testimonies collected indicate that the strategy was positively valued by the students.