7th IMRMPT

First slide

First slide

Abstract

Abstract information

English title:	Exploratory study of the 4MAT system in the teaching of forensic physics in criminalistics
Spanish title:	Estudio exploratorio del sistema 4MAT en la ense�anza de la f�sica forense en Criminal�stica
English abstract:	Implement the 4MAT system of learning styles in teaching forensic physics, focusing on the study of projectile trajectory. A learning cycle based on 4MAT was constructed for 9 students of the criminalistics program. Initial diagnostic tests were performed, and the learning cycle was divided into four phases: in the first phase, knowledge was activated by discussion; in the second phase, a master class was done; in the third phase, a case study was conducted; and in the fourth phase, group exposition. Preliminary tests showed difficulties differentiating between vectors and scalars; weight and mass, velocity, and acceleration are explained through examples; more than half of them do not like physics or have not had access to this course. Within the group, two students were identified as accommodator type (Style 1), Two of the assimilator type (Style 2), one of the convergent type (style 3), and Two of the divergent type (Style 4); additionally, two students evidenced a tie in learning styles, (Style 2, Style 4) and (Style 1 and Style 2). The results showed individually a better understanding of the identification of the physical variables used to study situations involving the movement of projectiles; this was evidenced throughout the learning cycle, which was built to encompass all learning styles.
Spanish abstract:	Implementar el sistema 4MAT de estilos de aprendizaje en la ense�anza de la f�sica forense, centr�ndose en el estudio de la trayectoria de proyectiles. Se construy� un ciclo de aprendizaje basado en 4MAT para un grupo de 9 estudiantes del programa de criminal�stica. Se realizaron pruebas diagn�sticas iniciales y se dividi� el ciclo de aprendizaje en cuatro fases: en la primera, se activ� el conocimiento por discusi�n; en la segunda, se realiz� clase magistral; en la tercera, se realiz� un estudio de caso; y en la cuarta, exposici�n grupal. Las pruebas preliminares mostraron dificultades en la diferenciaci�n entre vectores y escalares, peso y masa, velocidad y aceleraci�n son explicadas a trav�s de ejemplos, m�s de la mitad no siente agrado hacia la f�sica o no han tenido acceso a este curso antes. Dentro del grupo se identificaron dos estudiantes de tipo acomodador (Estilo 1), Dos del tipo asimilador (Estilo 2), uno del tipo convergente (estilo 3) y Dos del tipo divergente (Estilo 4), adicionalmente dos estudiantes evidenciaron un empate en estilos de aprendizaje, (Estilo 2, Estilo 4) y (Estilo 1 y Estilo 2). Los resultados mostraron de forma individual una mejor compresi�n en la identificaci�n de las variables f�sicas usadas para estudiar situaciones que involucren el movimiento de proyectiles, esto se evidencio en todo el ciclo de aprendizaje el cual fue construido para abarcar todos los estilos de aprendizaje.
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Authors

Name	Institution	Email
Richard Larrota Castillo	Universidad de Investigaci�n y Desarrollo, UDI	rlarrota1@udi.edu.co
Janeth Fernandez Pinto	Ninguna	janethfpinto@gmail.com
Carlos Arturo Beltr�n	Universidad de Investigaci�n y Desarrollo, UDI	cbeltran1@udi.edu.co

Presentation

Room:	Principal Room
Date:	August 9, 2024
Hour:	17:10 - 17:30

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VI WMSSE

VI Workshop on Modeling and Simulation for Science and Engineering

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