Articulated Video Production Between Teachers and Training Teachers as a Proposal for the Teaching of Modern and Contemporary Physics

Abstract

Background: The Teaching of Modern and Contemporary Physics (MCP) appears in the PCN + and in the National Common Curricular Base (BNCC) for High School. Its application encounters cognitive obstacles by students, added to the little didactic literature or research in teaching, as well as didactic experiments. Objectives: This work presents a project to develop didactic videos for teaching MCP. It is an articulation between undergraduate and graduate courses, in the conception and use of Information and Communication Technologies (ICT) in MCP by teachers. Design: Conception is based on Gowin’s Triad, where teaching materials are one of the vertices of the sharing of meanings involving teachers and students, as well as they are designed with an emphasis on scientific rigor and, at the same time, seek to arouse the interest of the target audience. The materials are licensed as Open Educational Resources and can be used individually, but together they constitute an organic whole in several MCP themes. Setting and Participants: Master's students in Science Teaching and initial and continuing training Physics teachers, from a Public University. Data collection and analysis: To assess the impact, an analysis was made of the number of accesses and placements (ranking), using Internet search tools as well as application in the classroom. Results: the number of accesses on the web and perceptions in the classroom point to the sharing of meanings predicted by Gowin. Conclusions: Results place this research as a concrete possibility to combine scientific training, research in teaching and commitment to the school.

Revisión sistemática sobre la formación inicial del profesorado en tecnologías digitales: iniciativas y posibilidades

“…El segundo destacó las prácticas pedagógicas que favorecen el uso de las tecnologías para el desarrollo de la actividad docente de los futuros profesores, identificando la sistematización y el uso diversificado de estrategias educativas que pueden ser flexibles para atender a los profeso res y a los estudiantes (Valencia et al, 2017). En este sentido, se debe asegurar la secuencia didáctica de los contenidos y la inserción de las herramientas digitales en la perspectiva de la planificación de las clases (Peres et al, 2020;HomaAgostinho y OliveiraGroenwald, 2020), reconociendo su uso intencional y estructurado (HomaAgostinho y Groenwald, 2020), y aso ciar la creatividad, la innovación, la flexibilidad y la inventiva en el empleo diversificado de las TIC, discutiendo su relevancia social en una perspectiva crítica e histórica (Figueiredo y Groenwald, 2019). Por lo tanto, las correlacio nes positivas destacadas entre las prácticas pe dagógicas y el uso de recursos digitales (Silva et al, 2019) provienen de un ciclo de forma ción docente (Cerda y Saiz, 2018) que segura mente influirá en los futuros profesores y sus prácticas.…”