Estrategia de enseñanza del movimiento parabólico a través de la simulación en GeoGebra en estudiantes de primero de bachillerato de la Unidad Educativa Humberto Fierro de la provincia de Sucumbíos en el Cantón Cascales

Abstract

Abstract: This study analyzes the learning of projectile motion among first-year high school students at Unidad Educativa Humberto Fierro (Sucumbíos, Ecuador). The research was conducted using a mixed-methods approach with a descriptive propositional design, aimed at diagnosing students level of understanding of the phenomenon and developing a technology-based teaching strategy. For data collection, survey and observation techniques were applied, using instruments such as a structured questionnaire, an evaluation rubric, and observation records of students performance during the learning activities. Based on an initial diagnostic assessment of prior knowledge and a survey on students knowledge and perceptions of GeoGebra as a teaching resource, several difficulties were identified, particularly in understanding variables, interpreting graphs, and addressing misconceptions about acceleration and velocity at different points of the trajectory. In response, a pedagogical proposal based on interactive GeoGebra simulations was designed. This approach allows students to manipulate parameters such as launch angle and initial velocity, promoting dynamic visualization of the phenomenon, active learning, and stronger connections between mathematical representations and physical meaning.