|
Article |
Estrategias
para la enseñanza activa de la Física en Bachillerato mediante experimentos de
bajo costo
Denis Javier
Salazar Morante[*]
Jesús Ricardo
Murillo Moscoso*
Nancy Karina
Tapia Yagual*
José Luis Saquinaula Brito*
Abstract
This article presents a
literature review focused on active strategies for teaching Physics at the high
school level, with emphasis on the use of low-cost experiments. The problem
addressed is based on the observation that many educational environments lack
laboratories and sufficient resources to carry out traditional experimental
practices, which negatively affects the motivation and conceptual understanding
of students. From the analysis of 25 studies developed between 2018 and 2024 in
diverse educational contexts, active methodologies such as problem-based
learning, inquiry learning, simulation complemented with home experimentation,
cooperative learning and flipped classroom were identified. The findings reveal
that these strategies are not only feasible with limited resources, but also
generate improvements in academic performance, attitude towards Physics and the
development of transversal competencies such as communication, autonomy and
teamwork.
Key words: active teaching, school
physics, low-cost experiments, meaningful learning.
Resumen
Este artículo presenta una revisión de literatura centrada en
estrategias activas para la enseñanza de la Física en el nivel de bachillerato,
con énfasis en el uso de experimentos de bajo costo. La problemática abordada
parte de la constatación de que muchos entornos educativos carecen de
laboratorios y recursos suficientes para realizar prácticas experimentales
tradicionales, lo que afecta negativamente la motivación y la comprensión
conceptual del estudiantado. A partir del análisis de 25 estudios desarrollados
entre 2018 y 2024 en contextos educativos diversos, se identificaron
metodologías activas como el aprendizaje basado en problemas, el aprendizaje
por indagación, la simulación complementada con experimentación casera, el
aprendizaje cooperativo y el aula invertida. Los hallazgos revelan que estas
estrategias no solo son viables con recursos limitados, sino que también
generan mejoras en el rendimiento académico, la actitud hacia la Física y el
desarrollo de competencias transversales como la comunicación, la autonomía y
el trabajo en equipo.
Palabras clave: enseñanza activa, Física escolar, experimentos de bajo costo,
aprendizaje significativo
Introduction
Physics teaching at the high school level has historically faced multiple
pedagogical and structural challenges. In many school contexts, especially in
developing countries, this discipline is perceived as abstract, difficult and
demotivating, which negatively affects student performance and the choice of
future science careers (Jiménez et al., 2021). One of the critical factors
contributing to this perception is the predominance of traditional expository
methodologies, focused on the transmission of content, to the detriment of
active strategies that involve students in the meaningful construction of
knowledge (Zapata & Ruiz, 2022).
Several studies have shown that active teaching approaches, those that
promote student participation in problem solving, experimentation, discussion
and practical application of knowledge, are significantly more effective for
science learning (Freeman et al., 2014; Prince, 2020). In this context, the
implementation of experiments in the classroom is configured as a pedagogical
tool of high value, since it allows linking theoretical concepts with tangible
experiences, fostering the development of scientific thinking and practical
skills (Martínez & Rodríguez, 2023).
However, one of the main obstacles to the generalization of the use of
experiments in physics teaching is the limited availability of equipped
laboratories and economic resources in educational centers. This reality,
frequent in both rural and urban areas with high vulnerability indexes,
prevents teachers and students from accessing sophisticated or expensive
materials necessary for certain practices (Delgado & Patiño, 2020). In this
sense, the design and use of low-cost experiments that take advantage of
recyclable materials, everyday elements or accessible technologies to recreate
fundamental physical phenomena without compromising the pedagogical quality of
the experience is especially relevant (Morales et al., 2021).
Low-cost experiments have been the subject of growing interest in the
educational literature, not only as an alternative to budgetary restrictions,
but also as a resource that stimulates teaching creativity, meaningful learning
and the development of investigative skills in students. According to García
and López (2022), the design of these activities forces to rethink didactic
planning from a more flexible logic, centered on the student and oriented to
the resolution of real problems. In addition, these experiments are valued for
their ability to generate collaborative and participatory learning
environments, where error and exploration are integrated as essential
components of the learning process (Velásquez et al., 2023).
In line with constructivist approaches to learning, the use of active
strategies through hands-on experimentation fosters a deeper understanding of
physical principles, while strengthening transversal skills such as teamwork, communication,
autonomy and responsibility ( ). Piaget (1970) already pointed out that
knowledge is not transmitted passively, but is actively constructed through the
interaction of the subject with his environment. Along the same lines, more
recent authors such as Kolb (2015) highlight the value of experiential
learning, where reflection on action becomes a driver of cognitive development.
The relevance of using active strategies supported by low-cost
experiments has also been supported by institutional initiatives and public
policies aimed at improving the quality of science education. For example,
UNESCO (2022) has promoted educational projects that encourage the use of
accessible teaching resources, with emphasis on sustainability, inclusion and
equity. In Latin America, programs such as "Science within reach of
all" have contributed to democratize access to experimentation,
demonstrating that educational quality does not depend exclusively on large
technological investments, but also on the pedagogical capacity to innovate
with the available resources (Castro & Ríos, 2021).
This transformation of the didactic approach also implies a redefinition
of the teaching role. The Physics teacher is no longer conceived only as a
transmitter of knowledge, but as a mediator, facilitator and designer of
meaningful learning experiences. This requires continuous training, exchange of
good practices and access to libraries of experiments that can be adapted to
different school contexts. Recent research highlights the importance of
communities of practice among science teachers as spaces for the co-creation of
sustainable active strategies (Ramírez et al., 2022).
Empirical findings on the use of active strategies in physics teaching
through low-cost experiments reinforce the need to incorporate more
student-centered pedagogical practices. In a systematic review by López,
Herrera, and Cedeño (2022), more than 40 didactic experiences developed in
Latin American high schools between 2018 and 2022 were identified, where recyclable
materials, homemade devices, and digital simulations were used to illustrate
principles such as Hooke's law, conservation of energy, or Newton's laws. The
authors report significant improvements in students' conceptual understanding,
as well as increased levels of motivation and participation.
Similarly, a study conducted in the Ecuadorian context by Alvarez and
Torres (2021) documented the implementation of 10 low-cost experimental
practices in fiscal institutions in Quito. Using materials such as plastic
bottles, paper clips, balloons, syringes and cardboard boxes, teachers were
able to recreate experiments related to atmospheric pressure, Pascal's law,
kinetic energy and Archimedes' principle. The qualitative results showed that
students were actively involved in the sessions, formulated hypotheses,
recorded data and discussed their results in collaborative groups, which
represented a notable change with respect to conventional classes.
At the methodological level, these experiences are often articulated with
strategies such as problem-based learning (PBL), discovery learning and the
flipped classroom approach, which reinforces their pedagogical value. For
example, Rodríguez and Muñoz (2020) developed a didactic sequence on mechanical
energy in which students had to build a catapult with recycled materials and
solve a series of prediction and measurement challenges. The researchers
concluded that this activity not only promoted understanding of the concepts,
but also mathematical, technological and communicative skills.
As for the teaching role, it is clear that the implementation of these
strategies requires careful planning, anticipation of possible conceptual
errors, and the creation of safe spaces for exploration. As Medina and Bravo
(2023) point out, the greatest challenge is not the availability of material
resources, but the paradigm shift in teaching practice: from being transmitters
to designers of experiences. In this sense, initial and continuing teacher
training should incorporate active methodologies, as well as specific modules
for the design and adaptation of low-cost experiments.
Another relevant aspect is the evaluation of the impact of these
strategies. Some authors propose qualitative evaluation frameworks, which
prioritize behavioral observation, student participation and reflection (Guzmán
et al., 2022). Others, on the other hand, recommend combining these
observations with objective tests of conceptual performance, in order to
measure the impact of the didactic intervention more rigorously. In any case,
the literature agrees that active learning based on experimentation generates a
more inclusive environment, where mistakes are not punished, but rather are
used as opportunities for learning (Sierra & Barrera, 2021).
The incorporation of accessible technologies has also boosted the
development of low-cost experiments. Applications such as PhET,
motion simulators or virtual laboratories make it possible to complement
physical experimentation with interactive visualizations. In research conducted
by Gómez and Valverde (2023), it was found that the combined use of simulations
and home practice improves the understanding of abstract phenomena such as wave
interference or electromagnetic induction. These findings open new
possibilities for contexts where access to real laboratories is limited or
nonexistent.
In addition, the literature highlights the positive impact of these
strategies in populations with low socioeconomic levels or in conditions of
vulnerability. In a study developed in rural schools in Peru, Andrade et al.
(2020) demonstrated that the use of simple experimental practices with
materials from the environment managed to reduce learning gaps in Physics,
strengthening students' academic self-esteem and stimulating their interest in science.
These results are in line with the principles of educational justice and
equity, demonstrating that pedagogical innovation does not depend exclusively
on technological investment, but on creativity, commitment and teacher
training.
In summary, the literature review demonstrates that the implementation of
active teaching strategies through low-cost experiments represents an
effective, equitable and pedagogically sound way to improve Physics learning at
the high school level. This proposal not only responds to the structural
limitations of many schools, but also promotes a student-centered approach
based on experience, inquiry and reflection.
Therefore, the purpose of this article is to review and systematize the
main active strategies documented in the academic literature for teaching
Physics at the high school level through low-cost experiments, in order to
offer practical guidelines to teachers who seek to innovate their methodologies
without relying on expensive equipment or sophisticated laboratories.
Materials and methods
The present research was developed under a qualitative and documentary
approach, with a methodological design focused on the review of recent academic
literature related to active strategies for teaching physics through low-cost experiments
at the high school level. This type of study allows analyzing, interpreting and
systematizing theoretical and empirical contributions produced in different
educational contexts, with the aim of identifying common patterns, successful
approaches, reported limitations and pedagogical recommendations that can guide
teaching practice in environments with limited resources. In line with
Hernández, Fernández and Baptista (2020), literature review is a valid strategy
to integrate and evaluate existing knowledge on a given educational phenomenon,
especially when seeking to consolidate good practices or generate proposals
applicable to different scenarios.
The methodological process started with the formulation of a guiding
question: What active strategies based on low-cost experiments have been
documented in the teaching of Physics in high school and what are their main
benefits and challenges? This question made it possible to delimit the object
of study and to establish the inclusion and exclusion criteria that guided the
search and selection of sources. Inclusion criteria were defined as those
studies published between 2018 and 2024 in peer-reviewed scientific journals
that addressed educational experiences in Physics at the high school level or
its equivalent, and that made explicit reference to active teaching strategies
supported by low-cost experimental practices. Likewise, articles in both
Spanish and English were included, in order to broaden the geographical and
cultural spectrum of analysis.
The search for information was carried out in recognized academic
databases such as Scopus, Scielo, Redalyc,
ERIC, SpringerLink and Google Scholar. Combinations
of keywords in Spanish and English were used, such as "active teaching of
physics", "low-cost experiments", "physics in high
school", "active learning", "school science",
"low-cost physics experiments", "active learning strategies in
physics", among others. These searches were complemented with the analysis
of cross-references present in the selected articles, which allowed us to
identify other relevant research not found in the initial search. This
compilation process was carried out between January and April 2025.
From the total number of documents retrieved, a filtering procedure was
applied that included reading titles, abstracts and key words to verify their
thematic relevance. Subsequently, a critical reading of the complete texts was
carried out, prioritizing those that provided empirical evidence, detailed
descriptions of pedagogical experiences, analysis of results and grounded
theoretical reflections. Finally, 25 relevant studies were selected that met
all the established criteria and were organized in a documentary analysis
matrix that made it possible to systematize the information.
The content analysis was oriented to identify and categorize the main
active didactic strategies used in the teaching of Physics through accessible
experiments, as well as the materials used, the physical concepts addressed,
the learning results observed and the difficulties reported by the teachers.
Special attention was paid to the diversity of methodological approaches used
(PBL, cooperative learning, flipped classroom, inquiry learning, among others),
the level of student participation promoted by the activities, and the degree
of contextualization of the practices with the students' reality. This
interpretative perspective made it possible to understand the richness and
complexity of the experiences analyzed, without losing sight of the social,
economic and cultural conditions in which they were developed.
In coherence with the qualitative approach adopted, the saturation
criterion was considered to determine the moment when the data began to repeat
themselves and ceased to provide significant new information. This criterion,
common in qualitative systematic review studies (García-Peñalvo
et al., 2022), guarantees the depth of the analysis without the need to cover
an excessive volume of literature. Likewise, ethical aspects of academic work
were taken into account, such as respect for copyright, proper citation of
sources and faithfulness in the interpretation of the data.
It is important to note that this review did not attempt to perform a
statistical meta-analysis or a quantitative assessment of the effectiveness of
the strategies, but rather a comprehensive systematization of the practices
documented in the literature. In this sense, the nature of the analysis was
predominantly qualitative and descriptive, with emphasis on the identification
of trends, good practices and opportunities for improvement in the field of
Physics didactics in secondary school. We also sought to rescue those
experiences that offered concrete and replicable proposals in the classroom,
regardless of the geographical context in which they were developed.
One of the relevant methodological contributions of this study was the
preparation of a comparative systematization table, which presents the main
characteristics of each experience reviewed: authors, year of publication,
country, active strategy used, physical phenomenon addressed, materials used,
type of educational institution, and pedagogical results observed. This tool
made it possible to visualize common patterns and significant contrasts among
the various proposals, thus facilitating the organization of the findings that
will be presented in the following section of the article.
In summary, the methodology used made it possible to build a
comprehensive and well-founded vision of the use of active strategies with
accessible resources for teaching Physics, providing useful elements of
analysis for teachers, researchers and educational policy makers. This
documentary review not only evidences the viability and effectiveness of
low-cost experiments in the teaching-learning process, but also highlights the
need to strengthen teacher training, curricular innovation and access to pedagogical
repositories that systematize these experiences on a regional and international
scale.
Results
The literature review allowed us to identify several pedagogical
experiences that implemented active strategies through low-cost experiments in
the teaching of Physics at the high school level. These experiences, developed
in different countries of Latin America and Spain, share a common vision
centered on the transformation of the traditional classroom into a dynamic,
participatory environment focused on the meaningful construction of knowledge.
The analysis of the selected studies made it possible to group the results into
three main categories: the active strategies most used, the physical phenomena
most frequently addressed, and the materials most frequently used.
As for the active strategies, the bar chart reveals an important
methodological diversity. Among the most used are inquiry learning,
problem-based learning (PBL), cooperative learning, and the use of simulations
combined with home practice. These strategies coincide in promoting student
protagonism in the learning process, allowing them to formulate hypotheses,
experiment, discuss results and construct explanations from observation and
reflection (López et al., 2022; Rodríguez & Muñoz, 2020).
Inquiry learning was employed in studies such as that of Alvarez and
Torres (2021), where students had to explore the concept of atmospheric
pressure using plastic bottles and syringes. This activity allowed them to
visualize in a practical way the relationship between volume, pressure and
force, encouraging spontaneous questions and the development of collective
conclusions. For its part, PBL was applied in the construction of simple
devices such as catapults or ramps, where students had to meet challenges proposed
by the teacher, developing at the same time scientific, technological and
communicative competencies (Rodríguez & Muñoz, 2020).
Cooperative learning also stood out for its impact on the development of
social skills, especially in heterogeneous classroom contexts. García and López
(2022) report that working in small groups, assigning specific roles (team
leader, rapporteur, technician), favored not only conceptual understanding of
geometric optics, but also a sense of shared responsibility and consensual
decision making. Likewise, digital simulations complemented with manual
practices, as in the study by Gómez and Valverde (2023), made it possible to
reinforce difficult concepts such as standing waves or interference, with
positive results in student motivation.
Regarding the physical phenomena addressed, the studies reviewed
prioritize those that can be explained by means of simple materials and with
the possibility of direct measurement: fluid pressure, Newton's laws, uniform
and accelerated rectilinear motion, free fall, mechanical energy, optical
phenomena and principles of thermodynamics. This selection is due both to their
curricular relevance and to the ease of recreating experimental situations with
limited economic resources.
For example, the study by Andrade et al. (2020) in rural schools in Peru
implemented a sequence on the principles of fluids using balloons, bottles and
plastic tubes, with which students were able to experience Pascal's law,
Archimedes' principle and pressure in liquids without the need for expensive
instruments. Similarly, the recreation of rectilinear motion with balls and
boxes in the study by Castro and Ríos (2021) allowed students to analyze
variables such as speed, time and acceleration by taking times with digital
stopwatches and using scales marked on the floor.
Regarding the materials used, it is confirmed that most of the
experiments reviewed were developed with recycled objects, everyday household
items or low-cost school materials. Among the most recurrent are plastic
bottles, syringes, flashlights, mirrors, balloons, cardboard boxes, aluminum
foil, springs, balls, spoons, PVC pipes, as well as accessible technological
elements such as mobile applications, home sensors and digital timers. This
feature not only reduces dependence on formal laboratories, but also fosters
environmental awareness and creative thinking in both teachers and students
(Morales et al., 2021).
One of the most relevant findings is that studies report positive
pedagogical effects beyond academic performance. Most authors highlight an
improvement in motivation, interest in the subject, and the development of soft
skills such as teamwork, problem solving and autonomy. In the study by Medina
and Bravo (2023), for example, students manifested a more receptive attitude
towards Physics after participating in collaborative workshops on
electrostatics using aluminum foil and balloons, mentioning that for the first
time "Physics made sense" as they saw its effects directly on their
bodies and everyday objects.
Other studies, such as Sierra and Barrera (2021), emphasize the role of
error as a pedagogical tool. In their activities on free fall, students were
allowed to formulate incorrect hypotheses or make inaccurate measurements, with
the aim of collectively analyzing the reasons for the error and fostering
metacognitive learning. This view of error as opportunity contrasts with
traditional approaches focused on memorization and immediate correction, and
reinforces the value of active strategies as environments for exploration and
meaningful knowledge construction.
It was also evidenced that the implementation of these strategies
requires a transformation of the teaching role, from a transmitter of
information to a mediator and facilitator of learning. The studies reviewed
coincide in that the teachers who applied these practices showed an innovative
and reflective attitude, willing to adapt their methodologies to the context
and available resources. In the study by Ramírez et al. (2022), for example, it
was documented how a community of practice among science teachers made it
possible to exchange didactic resources, evaluate their effects and redesign
activities according to the students' profile.
Figure 1. Frequency of active strategies in studies on teaching physics through
low-cost experiments.
Finally, some recurrent challenges in the implementation of these
strategies were identified. These include: the initial resistance of some
teachers accustomed to traditional methodologies, the lack of time to plan practical
activities, the need for continuous training in science didactics, and the
scarcity of institutional resources to systematize and share successful
experiences. However, the studies agree that these barriers can be overcome
through collaboration among teachers, institutional support and the generation
of accessible and adaptable experimental practice banks.
In conclusion, the results of this review show that the application of
active strategies supported by low-cost experiments is not only feasible in
contexts of limited resources, but also generates concrete pedagogical
benefits, improves attitudes towards Physics and contributes to a more
inclusive and participatory teaching. These findings reinforce the importance
of promoting this approach in initial and continuing teacher training, as well
as in public policies aimed at educational innovation in science.
The literature review on active strategies in physics teaching through
low-cost experiments has shown that there is a growing concern for transforming
traditional teaching practice towards more participatory, contextualized and
student-centered approaches. Far from being a mere emergency resource in the
face of a lack of laboratories, accessible experiments are consolidating themselves
as a highly valuable pedagogical tool to foster critical thinking, conceptual
understanding and motivation towards the physical sciences.
The studies analyzed confirm that the most commonly used active
strategies include problem-based learning (PBL), inquiry-based learning,
digital simulations complemented with home practices, cooperative learning and
the inverted classroom modality. All these methodologies share the pedagogical
principle of student protagonism in the learning process, i.e., students
construct knowledge through manipulation, observation, reflection, dialogue and
the resolution of real or simulated problems.
The use of low-cost experiments not only allows the recreation of
physical phenomena with simple materials (such as bottles, syringes,
flashlights, balloons, aluminum foil or balls), but also favors a closer and
more concrete approach to the abstract contents of Physics. Unlike traditional
approaches focused on formulas and lecture demonstrations, these activities
allow the student to understand the laws of motion, the principles of fluid
dynamics, optical phenomena or the conservation of energy from a direct and
contextualized experience.
One of the fundamental contributions of these strategies is their
positive impact on the attitude towards Physics. The review shows that students
show greater motivation, enjoyment and interest when they participate in
experimental activities that involve challenges, collaboration and discovery.
Some studies even report a change in the general perception of the subject,
from considering it difficult or irrelevant to understanding its usefulness in
explaining everyday phenomena and its connection with other disciplines.
There is also an improvement in key transversal skills for the integral
development of the student, such as teamwork, oral and written communication,
autonomy, organization, responsibility and metacognition. These competencies,
increasingly valued in the educational curricula of the 21st century, find
fertile ground in experimental projects, which usually require coordination,
discussion, data recording, error analysis and presentation of conclusions.
Regarding the role of the teacher, the implementation of these strategies
requires a paradigm shift. The Physics teacher ceases to be the exclusive
transmitter of content and becomes a facilitator of learning, a designer of
meaningful experiences and a mediator between scientific knowledge and the
student's reality. This new approach requires specific didactic training, as
well as spaces for collaboration among teachers to share materials, plan
adapted experiences and reflect on the results obtained in the classroom.
However, the path towards an active teaching of Physics with accessible
resources also presents important challenges. The initial resistance of some
teachers accustomed to expository methods, the lack of institutional time for
the design of experimental activities, the absence of continuous training in
active methodologies, and the scarcity of systematized support materials are some
of the barriers identified in the studies reviewed. Overcoming these obstacles
implies an institutional and political commitment that recognizes the
importance of pedagogical innovation and provides conditions for its
sustainability.
In this sense, educational public policies can play a key role by
promoting the creation of open banks of low-cost experiments, fostering
networks of innovative teachers, including more flexible evaluation criteria
that value the process over the result, and encouraging action research in the
school contexts themselves. It is also necessary for initial teacher training
programs to include real active teaching experiences, as well as components on
physics didactics in conditions of limited resources.
Another aspect to highlight is the relevance of combining physical
experiments with accessible digital technologies, such as simulators, videos,
mobile applications or virtual laboratories. These tools do not replace
practical experience, but enrich it, make it possible to visualize phenomena
that are not observable with the naked eye and facilitate the connection
between the empirical and the theoretical. The hybridization between analog and
digital represents a pedagogical opportunity especially useful in contexts
where time or space are limited.
The results of the analysis also show that many of the practices reviewed
arise from contexts of vulnerability, both rural and urban, where the scarcity
of resources is compensated by creativity, collaboration and pedagogical
commitment. These experiences demonstrate that educational quality does not
depend exclusively on the availability of expensive laboratories, but on
didactic intentionality, strategic planning and the pedagogical use of
available materials. In this sense, educational innovation can and should
emerge from the most challenging realities.
Finally, the review confirms that the active teaching of Physics through
low-cost experiments is not a secondary or emergency alternative, but a
pedagogical option with its own value, capable of transforming classroom
dynamics, democratizing access to scientific knowledge and improving in-depth
learning. This strategy represents a realistic, replicable and sustainable way
to strengthen science teaching at the high school level, especially in contexts
where resources are limited but the will to innovate is present.
In summary, this article has shown that active strategies based on
low-cost experiments are not only viable, but also highly effective to enhance
the learning of Physics at the high school level. They promote critical
thinking, generate student commitment, strengthen teacher training and allow
progress towards a more inclusive, equitable and meaningful science education.
Their dissemination, systematization and appropriation by educational
communities is, therefore, an urgent and strategic task for the future of
science education.
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Master in Technology in Educational Innovation
University of Guayaquil
denis.salazarm@ug.edu.ec
https://orcid.org/0000-0001-7674-1065
Master in Educational Management
University of Guayaquil
jesus.murillom@ug.edu.ec
https://orcid.org/0009-0009-8401-2765
Master's Degree in Economics with a Major in
Finance and Corporate Projects
University of Guayaquil
nancy.tapiay@ug.edu.ec
https://orcid.org/0000-0001-7834-0265
Master's Degree in Physics
Milagro State University
jsaquinaulab@unemi.edu.ec
https://orcid.org/0000-0001-6438-9244