Contextualized Physics teaching and its contribution to the development of life skills in high school students in Ecuador

Abstract

Introduction: The teaching of physics becomes one of the challenges in the current education system, including at the high school level. This is because the subject is still often approached from a rote memorization perspective, lacking context, or practical application in students' daily lives. Objective: applying gamification methodology to generate a contextualized teaching process of Physics and develop life skills in high school students in Ecuador. Methodology: this was a quantitative, exploratory, longitudinal, and field study with a quasi-experimental approach. The analytical method was used. A survey was administered to a sample of 93 students. Results: it is evident that before the gamification-based intervention, the teaching of Physics lacked contextualization, since most students indicated that the content was not related to everyday life situations. Conclusion: it is concluded that the application of gamification methodology contributed to the teaching of Physics, from a perspective of contextualization and development of life skills among high school students in Ecuador. Gamification energized classroom work and enhanced the content, making it functional and relevant. General Area of Study: Education. Specific area of study: High School Education. Type of study: Original article.