Abstract
This article summarizes a study whose objetive was to determine the incidence of physical laboratory experiences in the development of competences interpretative, argumentative and propositive. Science allow students to interact with observable scientific phenomena, but often there are no experiences of electromagnetism in which a visualization of the interaction of charged particles with electric and / or magnetic fields is achieved due to the atomic level of these phenomena. Virtual lab experiences and computer-based visualizations allow students to interact with unobservable scientific concepts, allowing students to overcome the difficulties of connecting to real instances of the observed phenomenon. To involve students in our virtual electromagnetism laboratory, We implement multiple interactivity functions, including the exploration of 3D models and selected adaptive simulations. We use the Unity multiplatform videogame engine to generate a digital learning environment that offers a potential tool to improve the conceptualization of electromagnetism courses taught on campus and/or distance education courses. To obtain the results, a Saber-Pro style pre-test and post-test were carried out, which evaluated the competences established by Ministry of Nacional Education.
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