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Abstract – • between 300 – 500 words. • written in both English and Bahasa Melayu. • include Keywords (not more than 5 keywords) and SDGs (not more than 3 SDG).

The margins of pages are as follows: top : 25 mm right : 25 mm bottom : 25 mm left : 40 mm, spacing – • double spacing for text. • single spacing for footnotes, long quotations, references or bibliography, multi-line captions, appendices (such as questionnaires, letter) and headings or subheadings., white simile a4 size (210mm x 297mm) paper (80g) or paper of equivalent quality should be used. students must include an extra blank sheet for the front and back of the thesis. photocopies of the thesis must be on similar quality paper (if a hardcopy of thesis required by the examiner)., the thesis, along with the required documents, should be submitted via email to [email protected] ..

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Updated:: 26/04/2024 [aslamiah]

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El aprendizaje de la física como sistema complejo: ideas previas, estilos de aprendizaje y metodologías de enseñanza

) --> https://doi.org/10.20868/UPM.thesis.82327 .

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This Ph. D. Thesis focuses on the study of physics as a complex system involving a variety of interconnected factors. Specifically, the physics teaching has been directed towards the following aspects: identifying preconceived ideas in adulthood, examining pedagogical approaches within teaching environments, investigating the connection between learning styles and academic performance, studying the Spanish Education Organic Law 3/2020 amending the Organic Law of Education (LOMLOE) through complex-networks tools, and evaluating the impact of online teaching on the understanding of general physics concepts.

The presence of preconceived ideas about mechanics, thermodynamics, and fluids has been detected in among first-year university students, as well as among students of the Master's in Teacher Training, demonstrating their persistence and difficulty in modification.

No correlation has been found between the presence of preconceived ideas and university entrance grades, suggesting that having high grades in university-entrance exams does not necessarily imply being less prone to holding preconceived ideas. Furthermore, there is no learning style that is less likely to hold preconceived ideas.

Online teaching is an effective tool for improving student learning, facilitating the assimilation of concepts taught during the academic year, and, like laboratory practices, contributes to modifying preconceived ideas.

The CHAEA Automatic Analysis Software (CHAEA3S) has been developed to automate the analysis of the Honey-Alonso learning styles. The developed software reads previously completed CHAEA questionnaires by the students and creates a report with individual trends of the students, average values of the scores, etc., which has allowed us to verify the predominance of the theoretical learning style in the group of first-year university students under study. CHAEA3S also carries out a principal component analysis, which we have found allows for a more effective characterization of the students, as well as seeing how learning styles combine with each other.

The structure of the LOMLOE has been analyzed from the perspective of network science. For this purpouse, a network has been constructed where the nodes correspond to key competencies, specific competencies, operational descriptors, and subjects that make up the LOMLOE, and the links correspond to the interactions that exist between them. Additionally, the LOMLOE has been represented as a bipartite network between key competencies and subjects, in which the presence of both generalist and specialist competencies is observed. From this study, we conclude that among the eight key competencies described by the law, the multilingual competence is the least addressed, and the personal, social, and learning-to-learn competence is the one that could be best addressed if all subjects were taught. The subject that addresses key competencies in a more cross-cutting manner is Spanish Language and Literature, while those that were found to be more specialist are Greek and Latin.

Esta tesis doctoral se centra en el estudio de la enseñanza de la física como un sistema complejo que involucra una variedad de factores interrelacionados. Específicamente, se ha dirigido la investigación hacia los siguientes aspectos: la identificación de ideas previas en la edad adulta, el examen de enfoques pedagógicos en entornos de enseñanza, la indagación sobre la conexión entre estilos de aprendizaje y rendimiento académico, el estudio de la Ley Orgánica 3/2020 de modificación de la Ley Orgánica de Educación (LOMLOE) a través de herramientas de redes complejas, y la evaluación del impacto de la enseñanza en línea en la comprensión de los conceptos de física general.

Se ha detectado la presencia de ideas previas sobre mecánica, termodinámica y fluidos en los alumnos de primer curso universitario, así como en los alumnos del Máster de Formación del Profesorado, lo que muestra su persistencia y dificultad de modificación.

No se ha encontrado correlación entre la presencia de ideas previas y la nota de acceso a la universidad, lo que sugiere que tener altas calificaciones en la nota de acceso no necesariamente implica ser menos proclive a poseer ideas previas. A su vez, no existe un estilo de aprendizaje que sea menos propenso a poseer ideas previas.

La enseñanza en línea es una herramienta efectiva para mejorar el aprendizaje de los alumnos, facilitando la asimilación de los conceptos impartidos durante el curso académico y, al igual que las prácticas de laboratorio, contribuye a modificar las ideas previas.

Se ha desarrollado el programa CHAEA3S (CHAEA Automatic Analysis Software) que automatiza el análisis de los estilos de aprendizaje de Honey-Alonso. El programa desarrollado lee los Cuestionarios Honey-Alonso de Estilos de Aprendizaje (CHAEA) previamente cumplimentados por los alumnos y crea un informe con las tendencias individuales de los estudiantes, valores medios de las puntuaciones, etc., lo que nos ha permitido comprobar la predominancia del estilo de aprendizaje teórico en el grupo de universitarios de primer curso objeto de estudio. CHAEA3S lleva a cabo, también, un análisis de componentes principales, que hemos comprobado que permite caracterizar a los estudiantes de una forma más efectiva, así como ver de qué manera se combinan unos estilos de aprendizaje con otros.

La estructura de la LOMLOE se ha analizado desde la perspectiva de la ciencia de redes. Para ello, se ha construido una red cuyos nodos corresponden a las competencias claves, competencias específicas, descriptores operativos y materias que configuran la LOMLOE, y los enlaces corresponden a las interacciones que existen entre ellos. Además, se ha representado la LOMLOE como una red bipartita entre competencias clave y materias, en la que se observa la presencia de competencias de carácter generalista y especialistas. De este estudio se desprende que de entre las ocho competencias clave que describe la ley, la competencia plurilingüe es la que menos se trabaja y la competencia personal, social y de aprender a aprender es la que mejor se puede trabajar si se impartieran todas las materias. La materia que trabaja las competencias clave de una forma más transversal es Lengua Castellana y Literatura, y las que resultaron ser más especialistas: Griego y Latín.

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