Design Thinking in Physics Education: An Innovative Model for the Learning of Circular Motion

Abstract

This study evaluates the effectiveness of the Design Thinking method in enhancing the learning of circular motion. As part of the research process, students were tasked with designing and constructing an experimental didactic device, which served as a pedagogical tool to foster interactive learning in physics classes focused on circular motion. The research adopted a quantitative descriptive approach, employing a quasi-experimental design with control and experimental groups. Students' performance was assessed using pre- and post-tests to compare results. The study involved 170 high school students from the San Andrés Educational Unit in the Guano canton, Chimborazo province. Data was collected using a questionnaire and performance test. The design and construction of the didactic device enabled students to conduct measurements and analysis in a structured manner, strengthening the connection between theory and practice. Results indicated that while performance levels in the pre-test were similar in both groups, the post-test revealed significant improvements in the experimental group. These findings suggest that the application of the Design Thinking method positively impacted students' understanding of circular motion, promoting conceptual clarity, encouraging active learning, and increasing motivation and interest in physics.