Inquiry-based learning. Beliefs of trainee teachers in a physics course
The teaching of physics should be supported by practical or laboratory activities that seek to develop the scientific competencies of the students who study physics, so it is necessary to propose innovative strategies, such as research-based learning, in which students answer research questions thro...
- Autores:
-
Pabon Galan, Carlos Antonio
HERNANDEZ SUAREZ, CESAR AUGUSTO
Paz Montes, Luisa Stella
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2022
- Institución:
- Universidad Francisco de Paula Santander
- Repositorio:
- Repositorio Digital UFPS
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.ufps.edu.co:ufps/6920
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- https://repositorio.ufps.edu.co/handle/ufps/6920
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- openAccess
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- Content from this work may be used under the terms of theCreative Commons Attribution 3.0 licence.
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Inquiry-based learning. Beliefs of trainee teachers in a physics course |
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Pabon Galan, Carlos Antonio HERNANDEZ SUAREZ, CESAR AUGUSTO Paz Montes, Luisa Stella |
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Pabon Galan, Carlos Antonio HERNANDEZ SUAREZ, CESAR AUGUSTO Paz Montes, Luisa Stella |
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The teaching of physics should be supported by practical or laboratory activities that seek to develop the scientific competencies of the students who study physics, so it is necessary to propose innovative strategies, such as research-based learning, in which students answer research questions through the analysis of data, which increases the interaction between the student and the physical concepts under investigation. Therefore, the objective of the study was to analyze the beliefs of teachers in natural science training at a public university in Colombia who take the subject of physics on research-based learning, to provide information on how to guide the use of innovative strategies. The study responds to a type of quantitative research with a descriptive approach and was based on a field design. On the other hand, the results reflect slightly positive beliefs of students in initial teacher training who study physics about researchbased learning as an innovative strategy, although it is recommended to expand the sample to generalize. Finally, the analysis reveals as a conclusion that the implementation of innovative methodologies such as inquiry-based learning for science teaching, especially physics, should be promoted and supported more effectively to foster motivation, skills development, and conceptual understanding. of the scientific contents. |
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Journal of Physics: Conference Series 2159 (2022) 012018 IOP Publishing doi:10.1088/1742-6596/2159/1/012018 |
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Vol.2159 No. (2022) |
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C A Pabón-Galán et al 2022 J. Phys.: Conf. Ser. 2159 012018 |
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Pabon Galan, Carlos Antoniob723c1b822c13398326aada6d177097d600HERNANDEZ SUAREZ, CESAR AUGUSTOe68aa9e1677f4d5e4b155d813077e750600Paz Montes, Luisa Stellab0ca9bc4d63ed4661602a7a90b3d1c1d6002024-04-15T15:45:54Z2024-04-15T15:45:54Z2022https://repositorio.ufps.edu.co/handle/ufps/692010.1088/1742-6596/2159/1/012018The teaching of physics should be supported by practical or laboratory activities that seek to develop the scientific competencies of the students who study physics, so it is necessary to propose innovative strategies, such as research-based learning, in which students answer research questions through the analysis of data, which increases the interaction between the student and the physical concepts under investigation. Therefore, the objective of the study was to analyze the beliefs of teachers in natural science training at a public university in Colombia who take the subject of physics on research-based learning, to provide information on how to guide the use of innovative strategies. The study responds to a type of quantitative research with a descriptive approach and was based on a field design. On the other hand, the results reflect slightly positive beliefs of students in initial teacher training who study physics about researchbased learning as an innovative strategy, although it is recommended to expand the sample to generalize. Finally, the analysis reveals as a conclusion that the implementation of innovative methodologies such as inquiry-based learning for science teaching, especially physics, should be promoted and supported more effectively to foster motivation, skills development, and conceptual understanding. of the scientific contents.7 Páginasapplication/pdfengJournal of Physics: Conference SeriesJournal of Physics: Conference Series 2159 (2022) 012018 IOP Publishing doi:10.1088/1742-6596/2159/1/012018Vol.2159 No. (2022)7(2022)12159C A Pabón-Galán et al 2022 J. Phys.: Conf. Ser. 2159 012018Content from this work may be used under the terms of theCreative Commons Attribution 3.0 licence.https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessAtribución 4.0 Internacional (CC BY 4.0)http://purl.org/coar/access_right/c_abf2https://iopscience.iop.org/article/10.1088/1742-6596/2159/1/012018Inquiry-based learning. Beliefs of trainee teachers in a physics courseArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85Solbes J, Montserrat R, Más C F 2007 Desinterés del alumnado hacia el aprendizaje de la ciencia: implicaciones en su enseñanza Didáctica de las Ciencias Experimentales y Sociales (21) 91Méndez D 2015 Estudio de las motivaciones de los estudiantes de secundaria de física y química y la influencia de las metodologías de enseñanza en su interés Educación XXI 18(2) 215Torres N, Bolívar A, Solbes J, Parada M 2018 Percepciones de estudiantes universitarios sobre su formación en física en educación secundaria Revista U.D.C.A Actualidad & Divulgación Científica 21(2) 599Balastegui M, Palomar R, Solbes J 2020 ¿En qué aspectos es más deficiente la alfabetización científica del alumnado de Bachillerato? Revista Eureka sobre Enseñanza y Divulgación de las Ciencias 17(3) 1Zapata J 2016 Contexto en la enseñanza de las ciencias: análisis al contexto en la enseñanza de la física Góndola, Enseñanza y Aprendizaje de las ciencias 11(2) 193Fundora J 2007 Orientación sociocultural de las ciencias naturales Varona (45) 63García-Ruiz M, Sánchez B 2006 Las actitudes relacionadas con las ciencias naturales y sus repercusiones en la práctica docente de profesores de primaria Perfiles Educativos 28(114) 61Gamboa-Araya R 2016 ¿Es necesario profundizar en la relación entre docente de matemáticas y la formación de las actitudes y creencias hacia la disciplina? Uniciencia 30(1) 57Oliva, J. M, Acevedo J 2005 La enseñanza de las ciencias en primaria y secundaria hoy. Algunas propuestas de futuro Revista Eureka Sobre Enseñanza y Divulgación de las Ciencias 2(2) 241Mazas B, Bravo B 2018 Actitudes hacia la ciencia del profesorado en formación de educación infantil y educación primaria. Profesorado Revista de Currículum y Formación del Profesorado 22(2) 329Hernández C A 2020 Perspectivas de enseñanza en docentes que integran una red de matemáticas: percepciones sobre la integración de TIC y las formas de enseñar Revista Virtual Universidad Católica del Norte (61) 19Shulman L S 1986 Those who understand: Knowledge growth in teaching Educational Research 15(2) 4Verdugo-Perona J J, Solaz-Portolés J J, Sanjosé-López V 2017 El conocimiento didáctico del contenido en ciencias: estado de la cuestión Cadernos de Pesquisa 47(164) 586Mellado V 1996 Concepciones y prácticas de aula de profesores de ciencias, en formación inicial de primaria y secundaria Enseñanza de las Ciencias 14(3) 289Acevedo J A 2009 Conocimiento didáctico del contenido para la enseñanza de la naturaleza de la ciencia (I): el marco teórico Revista Eureka Sobre Enseñanza y Divulgación de las Ciencias 6(1) 21Torres-Toukoumidis A, Caldeiro-Pedreira M, Mäeots M 2020 Aprendizaje basado en la indagación en el contexto educativo español Revista Luz 19(3) 3Abril A M, Romero M, Quesada A, García F J 2014 Creencias del profesorado en ejercicio y en formación sobre el aprendizaje por investigación Revista Eureka Sobre Enseñanza y Divulgación de las Ciencias 11(1) 22García-García F J, Quesada-Armenteros A, Romero M, Abril A M 2019 Promover la indagación en matemáticas y ciencias: desarrollo profesional docente en primaria y secundaria Educación XXI 22(2) 335Bertsch C, Gritschenberger I 2016 Inquiry based science education and teacher professional development Teory of Inquiry Learning Arrangements Research, Refection, and Implementation ed Reitinger J, Haberfellner C, Brewster E and Kramer M (Germany: Kassel University Press GmbH, Kassel)Bernal N B 2019 Estrategias Didáctica para el Desarrollo de la Actitud Investigativa de los Estudiantes de Ingeniería Industrial de una Universidad Particular en Lima (Lima: Universidad San Ignacio de Loyola)Hernández R, Fernández, C, Baptista M P 2010 Metodología de la investigación (México: Mc Graw Hill)Espinel J V, Robles J L, Ramírez C G, Ramírez R 2016 Aprendizaje Basado en la Investigación: caso UNEMII/Research-based learning: case UNEMI Ciencia Unemi 9(21) 49Rivadeneira E M, Silva R J 2017 Aprendizaje basado en la investigación en el trabajo autónomo y en equipo Negotium 13(38) 5Almeida E, Pacheco S, Astudillo A, Fierro R 2020 Aprendizaje Basado en la Investigación como práctica docente en las aulas Universitarias y su relación con los procesos de titulación de los estudiantes Rehuso 5(1) 124Romero-Ariza M 2017 El aprendizaje por indagación: ¿existen suficientes evidencias sobres sus beneficios en la enseñanza de las ciencias? 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 incorporada en las Obras Colectivas.

b.	Distribuir copias o fonogramas de las Obras, exhibirlas públicamente, ejecutarlas públicamente y/o ponerlas a disposición pública, incluyéndolas como incorporadas en Obras Colectivas, según corresponda.

c.	Distribuir copias de las Obras Derivadas que se generen, exhibirlas públicamente, ejecutarlas públicamente y/o ponerlas a disposición pública.
Los derechos mencionados anteriormente pueden ser ejercidos en todos los medios y formatos, actualmente conocidos o que se inventen en el futuro. Los derechos antes mencionados incluyen el derecho a realizar dichas modificaciones en la medida que sean técnicamente necesarias para ejercer los derechos en otro medio o formatos, pero de otra manera usted no está autorizado para realizar obras derivadas. Todos los derechos no otorgados expresamente por el Licenciante quedan por este medio reservados, incluyendo pero sin limitarse a aquellos que se mencionan en las secciones 4(d) y 4(e).

4. Restricciones.
La licencia otorgada en la anterior Sección 3 está expresamente sujeta y limitada por las siguientes restricciones:

a.	Usted puede distribuir, exhibir públicamente, ejecutar públicamente, o poner a disposición pública la Obra sólo bajo las condiciones de esta Licencia, y Usted debe incluir una copia de esta licencia o del Identificador Universal de Recursos de la misma con cada copia de la Obra que distribuya, exhiba públicamente, ejecute públicamente o ponga a disposición pública. No es posible ofrecer o imponer ninguna condición sobre la Obra que altere o limite las condiciones de esta Licencia o el ejercicio de los derechos de los destinatarios otorgados en este documento. No es posible sublicenciar la Obra. Usted debe mantener intactos todos los avisos que hagan referencia a esta Licencia y a la cláusula de limitación de garantías. Usted no puede distribuir, exhibir públicamente, ejecutar públicamente, o poner a disposición pública la Obra con alguna medida tecnológica que controle el acceso o la utilización de ella de una forma que sea inconsistente con las condiciones de esta Licencia. Lo anterior se aplica a la Obra incorporada a una Obra Colectiva, pero esto no exige que la Obra Colectiva aparte de la obra misma quede sujeta a las condiciones de esta Licencia. Si Usted crea una Obra Colectiva, previo aviso de cualquier Licenciante debe, en la medida de lo posible, eliminar de la Obra Colectiva cualquier referencia a dicho Licenciante o al Autor Original, según lo solicitado por el Licenciante y conforme lo exige la cláusula 4(c).

b.	Usted no puede ejercer ninguno de los derechos que le han sido otorgados en la Sección 3 precedente de modo que estén principalmente destinados o directamente dirigidos a conseguir un provecho comercial o una compensación monetaria privada. El intercambio de la Obra por otras obras protegidas por derechos de autor, ya sea a través de un sistema para compartir archivos digitales (digital file-sharing) o de cualquier otra manera no será considerado como estar destinado principalmente o dirigido directamente a conseguir un provecho comercial o una compensación monetaria privada, siempre que no se realice un pago mediante una compensación monetaria en relación con el intercambio de obras protegidas por el derecho de autor.

c.	Si usted distribuye, exhibe públicamente, ejecuta públicamente o ejecuta públicamente en forma digital la Obra o cualquier Obra Derivada u Obra Colectiva, Usted debe mantener intacta toda la información de derecho de autor de la Obra y proporcionar, de forma razonable según el medio o manera que Usted esté utilizando: (i) el nombre del Autor Original si está provisto (o seudónimo, si fuere aplicable), y/o (ii) el nombre de la parte o las partes que el Autor Original y/o el Licenciante hubieren designado para la atribución (v.g., un instituto patrocinador, editorial, publicación) en la información de los derechos de autor del Licenciante, términos de servicios o de otras formas razonables; el título de la Obra si está provisto; en la medida de lo razonablemente factible y, si está provisto, el Identificador Uniforme de Recursos (Uniform Resource Identifier) que el Licenciante especifica para ser asociado con la Obra, salvo que tal URI no se refiera a la nota sobre los derechos de autor o a la información sobre el licenciamiento de la Obra; y en el caso de una Obra Derivada, atribuir el crédito identificando el uso de la Obra en la Obra Derivada (v.g., "Traducción Francesa de la Obra del Autor Original," o "Guión Cinematográfico basado en la Obra original del Autor Original"). Tal crédito puede ser implementado de cualquier forma razonable; en el caso, sin embargo, de Obras Derivadas u Obras Colectivas, tal crédito aparecerá, como mínimo, donde aparece el crédito de cualquier otro autor comparable y de una manera, al menos, tan destacada como el crédito de otro autor comparable.

d.	Para evitar toda confusión, el Licenciante aclara que, cuando la obra es una composición musical:

i.	Regalías por interpretación y ejecución bajo licencias generales. El Licenciante se reserva el derecho exclusivo de autorizar la ejecución pública o la ejecución pública digital de la obra y de recolectar, sea individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, SAYCO), las regalías por la ejecución pública o por la ejecución pública digital de la obra (por ejemplo Webcast) licenciada bajo licencias generales, si la interpretación o ejecución de la obra está primordialmente orientada por o dirigida a la obtención de una ventaja comercial o una compensación monetaria privada.

ii.	Regalías por Fonogramas. El Licenciante se reserva el derecho exclusivo de recolectar, individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, los consagrados por la SAYCO), una agencia de derechos musicales o algún agente designado, las regalías por cualquier fonograma que Usted cree a partir de la obra (“versión cover”) y distribuya, en los términos del régimen de derechos de autor, si la creación o distribución de esa versión cover está primordialmente destinada o dirigida a obtener una ventaja comercial o una compensación monetaria privada.

e.	Gestión de Derechos de Autor sobre Interpretaciones y Ejecuciones Digitales (WebCasting). Para evitar toda confusión, el Licenciante aclara que, cuando la obra sea un fonograma, el Licenciante se reserva el derecho exclusivo de autorizar la ejecución pública digital de la obra (por ejemplo, webcast) y de recolectar, individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, ACINPRO), las regalías por la ejecución pública digital de la obra (por ejemplo, webcast), sujeta a las disposiciones aplicables del régimen de Derecho de Autor, si esta ejecución pública digital está primordialmente dirigida a obtener una ventaja comercial o una compensación monetaria privada.

5. Representaciones, Garantías y Limitaciones de Responsabilidad.
A MENOS QUE LAS PARTES LO ACORDARAN DE OTRA FORMA POR ESCRITO, EL LICENCIANTE OFRECE LA OBRA (EN EL ESTADO EN EL QUE SE ENCUENTRA) “TAL CUAL”, SIN BRINDAR GARANTÍAS DE CLASE ALGUNA RESPECTO DE LA OBRA, YA SEA EXPRESA, IMPLÍCITA, LEGAL O CUALQUIERA OTRA, INCLUYENDO, SIN LIMITARSE A ELLAS, GARANTÍAS DE TITULARIDAD, COMERCIABILIDAD, ADAPTABILIDAD O ADECUACIÓN A PROPÓSITO DETERMINADO, AUSENCIA DE INFRACCIÓN, DE AUSENCIA DE DEFECTOS LATENTES O DE OTRO TIPO, O LA PRESENCIA O AUSENCIA DE ERRORES, SEAN O NO DESCUBRIBLES (PUEDAN O NO SER ESTOS DESCUBIERTOS). ALGUNAS JURISDICCIONES NO PERMITEN LA EXCLUSIÓN DE GARANTÍAS IMPLÍCITAS, EN CUYO CASO ESTA EXCLUSIÓN PUEDE NO APLICARSE A USTED.

6. Limitación de responsabilidad.
A MENOS QUE LO EXIJA EXPRESAMENTE LA LEY APLICABLE, EL LICENCIANTE NO SERÁ RESPONSABLE ANTE USTED POR DAÑO ALGUNO, SEA POR RESPONSABILIDAD EXTRACONTRACTUAL, PRECONTRACTUAL O CONTRACTUAL, OBJETIVA O SUBJETIVA, SE TRATE DE DAÑOS MORALES O PATRIMONIALES, DIRECTOS O INDIRECTOS, PREVISTOS O IMPREVISTOS PRODUCIDOS POR EL USO DE ESTA LICENCIA O DE LA OBRA, AUN CUANDO EL LICENCIANTE HAYA SIDO ADVERTIDO DE LA POSIBILIDAD DE DICHOS DAÑOS. ALGUNAS LEYES NO PERMITEN LA EXCLUSIÓN DE CIERTA RESPONSABILIDAD, EN CUYO CASO ESTA EXCLUSIÓN PUEDE NO APLICARSE A USTED.

7. Término.

a.	Esta Licencia y los derechos otorgados en virtud de ella terminarán automáticamente si Usted infringe alguna condición establecida en ella. Sin embargo, los individuos o entidades que han recibido Obras Derivadas o Colectivas de Usted de conformidad con esta Licencia, no verán terminadas sus licencias, siempre que estos individuos o entidades sigan cumpliendo íntegramente las condiciones de estas licencias. Las Secciones 1, 2, 5, 6, 7, y 8 subsistirán a cualquier terminación de esta Licencia.

b.	Sujeta a las condiciones y términos anteriores, la licencia otorgada aquí es perpetua (durante el período de vigencia de los derechos de autor de la obra). No obstante lo anterior, el Licenciante se reserva el derecho a publicar y/o estrenar la Obra bajo condiciones de licencia diferentes o a dejar de distribuirla en los términos de esta Licencia en cualquier momento; en el entendido, sin embargo, que esa elección no servirá para revocar esta licencia o que deba ser otorgada , bajo los términos de esta licencia), y esta licencia continuará en pleno vigor y efecto a menos que sea terminada como se expresa atrás. La Licencia revocada continuará siendo plenamente vigente y efectiva si no se le da término en las condiciones indicadas anteriormente.

8. Varios.

a.	Cada vez que Usted distribuya o ponga a disposición pública la Obra o una Obra Colectiva, el Licenciante ofrecerá al destinatario una licencia en los mismos términos y condiciones que la licencia otorgada a Usted bajo esta Licencia.

b.	Si alguna disposición de esta Licencia resulta invalidada o no exigible, según la legislación vigente, esto no afectará ni la validez ni la aplicabilidad del resto de condiciones de esta Licencia y, sin acción adicional por parte de los sujetos de este acuerdo, aquélla se entenderá reformada lo mínimo necesario para hacer que dicha disposición sea válida y exigible.

c.	Ningún término o disposición de esta Licencia se estimará renunciada y ninguna violación de ella será consentida a menos que esa renuncia o consentimiento sea otorgado por escrito y firmado por la parte que renuncie o consienta.

d.	Esta Licencia refleja el acuerdo pleno entre las partes respecto a la Obra aquí licenciada. No hay arreglos, acuerdos o declaraciones respecto a la Obra que no estén especificados en este documento. El Licenciante no se verá limitado por ninguna disposición adicional que pueda surgir en alguna comunicación emanada de Usted. Esta Licencia no puede ser modificada sin el consentimiento mutuo por escrito del Licenciante y Usted.
0000-0002-7974-5560e68aa9e1677f4d5e4b155d813077e750600 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