Article Sidebar
Main Article Content
May 11, 2026
Abstract
This work sought to develop and evaluate a playful prototype to facilitate the understanding of physical magnitudes and measurement units, addressing the need for active methodologies in Physics didactics. The game "Física Mentes: Laboratorios en Construcción" was designed as a competitive drafting and set collection game, where players combine measuring instrument cards to build Research Centers. Testing was conducted with 11 students (16-18 years old) from an elective Physics course in Maipú, Chile, evaluating playability and conceptual integration. The prototype proved to be a coherent and highly motivating didactic tool, fostering planning and knowledge reinforcement. The process validated the potential of guided play to articulate disciplinary content with fun, despite initial challenges in distinguishing between physical magnitude and unit of measurement.
References
Grau, V., Preiss, D., Strasser, K., JADUE, D., Müller, M., & LORCA, A. (2019). Juego guiado y educación parvularia: Propuestas para una mejor calidad de la educación inicial. Propuestas para Chile, 251.
Pacheco-González, A., & campus Chihuahua, T. (2024). JUEGO SERIO PARA FÍSICA COMO ESTRATEGIA DE APRENDIZAJE ACTIVA Y LÚDICA. Revista ELECTRO, 46, 43-48.
Pastor, R. (2020). Guía de mecánicas de los juegos de mesa. Asociación Ludo.
Pellegrini, A. D., Dupuis, D., & Smith, P. K. (2007). Play in evolution and development. Developmental review, 27(2), 261-276.
Trawick-Smith, J., & Dziurgot, T. (2011). ‘Good-fit’teacher–child play interactions and the subsequent autonomous play of preschool children. Early Childhood Research Quarterly, 26(1), 110-123.
Weisberg, D. S., Kittredge, A. K., Hirsh-Pasek, K., Golinkoff, R. M., & Klahr, D. (2015). Making play work for education. Phi Delta Kappan, 96(8), 8-13.
Whitebread, D. (2010). Play, metacognition and self-regulation. Play and learning in the early years, 161-176.
