Physics as experience: an approach to physics content in the natural sciences subject in general basic education
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Abstract
This article presents a critical review of the experiential approach in the teaching of physics within the subject of Natural Sciences in General Basic Education. From the analysis of twenty-five studies published between 2020 and 2024, the main pedagogical strategies based on experimentation, inquiry, use of low-cost materials, outings to the environment and interactive digital tools are identified. The results show that these strategies promote meaningful learning, improve attitudes towards physics and foster the development of scientific thinking from an early age. In addition, it is evident that this approach is viable in contexts with limited resources and that it can be implemented gradually by creative and committed teachers. The study concludes that teaching physics as a concrete experience contributes to the formation of a critical and active scientific citizenship, and is aligned with the curricular objectives of basic education in Ecuador and Latin America. The conclusions highlight the importance of strengthening teacher training and consolidating school practices that recognize science as an experiential, contextualized and meaningful experience.
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