At present, it is required that a greater number of individuals have a scientific education to meet the requirements of a changing and globalized world, however, different investigations indicate that a very low percentage of students of High School Level wish to study a career related to the area of science, therefore, the main objective of this research is to diagnose the main difficulties in teaching and learning experimental science subjects. This study was of an exploratory cross-sectional nature, therefore two surveys were applied, one designed for students and the other for teachers from four pre-university education institutions, thus obtaining a sample of 233 students and 79 teachers, finding as a result that one of the main problems was focuses on youth motivation, which is linked to self-determination and self-efficacy; which perhaps tend to be caused mainly by the dynamics used by teachers, in conclusion it is necessary to change certain aspects of the teaching process used in class, in order to influence the motivation and interest of students in the study of this área.
Numerous studies show the disinterest or the negative evaluation that students have towards the learning of the subject of physics and although this perception is provoked by diverse situations, it can´t be left aside that this affects the motivation of the students and consequently in learning. For this reason the objective of this study was to identify if the use of gamification in the classes influences the motivation of young people and thus be able to encourage them a positive view of the subject of physics, therefore in this investigation implemented a methodology based on gamification which includes the planning, design and application of three games over a semester in which participated 50 students of the subject of Physics II of the Escuela Nacional Colegio de Ciencias y Humanidades plantel Vallejo, obtaining as a result that the use of gamification indicates that it is a motivating element since it provokes a gratifying experience in the students.
The teaching of science has always faced multiple adversities for the construction of meaningful learning and the subject of Physics is no exception, however, if we consider that today the educational field has had to change due to the sanitary contingency caused by Covid-19, it has made it clear that the form of teaching must be modified to adapt to current conditions. Hence, the objective of this study was to design and evaluate the impact of a didactic material that contributes to improving the understanding of the learning that are most difficult for students in the subject of Physics III at the Escuela Nacional Colegio de Ciencias y Humanidades plantel Vallejo, through a pilot sample by convenience in which 22 students and 12 teachers participated. For this purpose, a hybrid methodology was used in which pedagogical, disciplinary, and technological aspects were aligned; finding that this is a viable option to improve the student performance. Therefore, it is required that teachers be trained in these topics, since a facilitator with greater variability is needed to adjust his teaching to current requirements.
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