Analysis and results of the implementation of a laboratory guide based on the active learning of physic: fluid static–surface tension

Abstract

As physics teachers of the Agronomic Engineering career at the National University of La Pampa (UNLPam), we have observed the difficulties presented by students in fluids learning. For this reason, we implemented didactic strategies that favor the relationship between theory and practice. Thus, laboratory activities are not unaware to these changes. We then, modify the dynamics of work in laboratory, in order to promote the learning of concepts, attitudes and procedures through the active participation of students and teachers. The student is an active participant in the construction of his own knowledge, and the teaching role is modified to facilitate information and accompany in the learning process. In this article, and in continuity with previous works, we present the guide and the analysis of a laboratory practice on surface tension, based on the active learning of physics.