{"title":"Entendimiento conceptual sobre la Teoría Especial de la Relatividad en estudiantes de Formación Docente del Uruguay.","authors":"Richard Javier Gonzáles Gutierrez","doi":"10.36411/aef.3.1.5","DOIUrl":"https://doi.org/10.36411/aef.3.1.5","url":null,"abstract":"","PeriodicalId":101894,"journal":{"name":"Enseñanza de la Física","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129491912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Alvaro Suárez, Daniel Baccino, Martín Monteiro, Arturo C. Martí
We investigate the epistemological conceptions of the uruguayan Physics teachers and future Physics teachers through the application of the CLASS test (Colorado Learning Attitudes about Science Survey), one of the most accepted instruments in the research community in Physics education. The results obtained allow us to compare the attitudes and beliefs about science of both groups and quantitatively evaluate the agreement or not with the conceptions of experts in the field. First, we present a general screenshot of the responses and then we identify categories in which there are significant similarities or differences between the two groups studied and in turn with the reference of the experts. The categories that show significant positive or negative variations between the opinions of future teachers and teachers indicate the areas where training is favorable or unfavorable. On the other hand, the areas where the differences with the opinions of the experts are globally notorious suggest that they should be strengthened. To get a more global perspective, we also compare our results with those published in the literature. Finally, we raise several questions that we think may favor further inquiries.
{"title":"¿Cuáles son las actitudes y creencias en torno a la Ciencia de los profesores y estudiantes de profesorado de Física del Uruguay?","authors":"Alvaro Suárez, Daniel Baccino, Martín Monteiro, Arturo C. Martí","doi":"10.36411/aef.3.1.3","DOIUrl":"https://doi.org/10.36411/aef.3.1.3","url":null,"abstract":"We investigate the epistemological conceptions of the uruguayan Physics teachers and future Physics teachers through the application of the CLASS test (Colorado Learning Attitudes about Science Survey), one of the most accepted instruments in the research community in Physics education. The results obtained allow us to compare the attitudes and beliefs about science of both groups and quantitatively evaluate the agreement or not with the conceptions of experts in the field. First, we present a general screenshot of the responses and then we identify categories in which there are significant similarities or differences between the two groups studied and in turn with the reference of the experts. The categories that show significant positive or negative variations between the opinions of future teachers and teachers indicate the areas where training is favorable or unfavorable. On the other hand, the areas where the differences with the opinions of the experts are globally notorious suggest that they should be strengthened. To get a more global perspective, we also compare our results with those published in the literature. Finally, we raise several questions that we think may favor further inquiries.","PeriodicalId":101894,"journal":{"name":"Enseñanza de la Física","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126949475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Factores motivacionales que inciden en el aprendizaje de física","authors":"","doi":"10.36411/aef.3.1.6","DOIUrl":"https://doi.org/10.36411/aef.3.1.6","url":null,"abstract":"","PeriodicalId":101894,"journal":{"name":"Enseñanza de la Física","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124161122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The teaching of science is approached from a critical perspective and from contemporarychallenges. The underlying ideas are that this teaching should give more attention to a meaningfullearning, and to citizenship, of science instead of a teaching for testing at local, national, andinternational levels.
{"title":"Desafíos actuales para la enseñanza de las ciencias","authors":"M. Moreira","doi":"10.36411/aef.3.1.1","DOIUrl":"https://doi.org/10.36411/aef.3.1.1","url":null,"abstract":"The teaching of science is approached from a critical perspective and from contemporarychallenges. The underlying ideas are that this teaching should give more attention to a meaningfullearning, and to citizenship, of science instead of a teaching for testing at local, national, andinternational levels.","PeriodicalId":101894,"journal":{"name":"Enseñanza de la Física","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124498754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We investigated the epistemological conceptions of the uruguayan Physics teachers and future Physics teachers through the application of the CLASS test (Colorado Learning Attitudes about Science Survey), one of the most accepted instruments in the research community in Physics education. The results obtained allow us to compare the attitudes and beliefs about science of both groups and quantitatively evaluate the agreement or not with the conceptions of experts in the field. First, we present a general screenshot of the responses and then we identify categories in which there are significant similarities or differences between the two groups studied and in turn with the reference of the experts. The categories that show significant positive or negative variations between the opinions of future teachers and teachers indicate the areas where training is favorable or unfavorable. On the other hand, the areas where the differences with the opinions of the experts are globally notorious suggest that they should be strengthened. To get a more global perspective, we also compare our results with those published in the literature. Finally, we raise several questions that we think may favor further inquiries.
{"title":"What are the attitudes and beliefs about science of the Physics teachers and future Physics teachers in uruguay?","authors":"Álvaro Suárez, D. Baccino, M. Monteiro, A. Martí","doi":"10.36411/aef.3.1.4","DOIUrl":"https://doi.org/10.36411/aef.3.1.4","url":null,"abstract":"We investigated the epistemological conceptions of the uruguayan Physics teachers and future Physics teachers through the application of the CLASS test (Colorado Learning Attitudes about Science Survey), one of the most accepted instruments in the research community in Physics education. The results obtained allow us to compare the attitudes and beliefs about science of both groups and quantitatively evaluate the agreement or not with the conceptions of experts in the field. First, we present a general screenshot of the responses and then we identify categories in which there are significant similarities or differences between the two groups studied and in turn with the reference of the experts. The categories that show significant positive or negative variations between the opinions of future teachers and teachers indicate the areas where training is favorable or unfavorable. On the other hand, the areas where the differences with the opinions of the experts are globally notorious suggest that they should be strengthened. To get a more global perspective, we also compare our results with those published in the literature. Finally, we raise several questions that we think may favor further inquiries.","PeriodicalId":101894,"journal":{"name":"Enseñanza de la Física","volume":"72 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115693946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
En el marco de un proyecto de investigacion en educacion en Fisica se estan estudiando los beneficios, para el aprendizaje, derivados de la implementacion de la modalidad didactica denominada Instruccion entre Pares en un curso introductorio de Mecanica de nivel universitario. En el contexto de esta metodologia de aprendizaje activo, los conceptos y relaciones se abordan a traves de preguntas conceptuales, cuyas respuestas involucran instancias de aprendizaje colaborativo. En este trabajo presentamos los resultados obtenidos a partir de una encuesta disenada para evaluar las perspectivas de estudiantes que ya habian terminado un primer curso de Mecanica en el que se implemento dicha metodologia. Las valoraciones positivas de ellos con respecto a las clases en las que se aplico la Instruccion entre Pares nos alientan a continuar implementandola.
{"title":"Perspectivas estudiantiles sobre actividades de instrucción entre pares desarrolladas en un curso de mecánica introductoria","authors":"N. Budini","doi":"10.36411/aef.1.2.9","DOIUrl":"https://doi.org/10.36411/aef.1.2.9","url":null,"abstract":"En el marco de un proyecto de investigacion en educacion en Fisica se estan estudiando los beneficios, para el aprendizaje, derivados de la implementacion de la modalidad didactica denominada Instruccion entre Pares en un curso introductorio de Mecanica de nivel universitario. En el contexto de esta metodologia de aprendizaje activo, los conceptos y relaciones se abordan a traves de preguntas conceptuales, cuyas respuestas involucran instancias de aprendizaje colaborativo. En este trabajo presentamos los resultados obtenidos a partir de una encuesta disenada para evaluar las perspectivas de estudiantes que ya habian terminado un primer curso de Mecanica en el que se implemento dicha metodologia. Las valoraciones positivas de ellos con respecto a las clases en las que se aplico la Instruccion entre Pares nos alientan a continuar implementandola.","PeriodicalId":101894,"journal":{"name":"Enseñanza de la Física","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121053446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The first global results of a research are exhibited, belonging to a PhD thesis in which it is assumed that through the use of Information and Communication Technologies, engineering students could modify their Conceptual Profiles on oscillating systems. The idea of Conceptual Avances en la Ensenanza de la Fisica· 74 · Claudio Enrique, Marta Yanitelli, Silvia GiorgiProfile of Mortimer recognizes that in the same subject several meanings coexist for the same word or concept - even for those of a scientific nature -, which can be accessed in the appropriate context. In this investigation, the profiles were elaborated by means of an Epistemological Matrix that included three domains, and from the comprehension levels, four zones were proposed. In the questionnaire used as an instrument, a slogan was added at the end of each question where students should indicate the degree of confidence with which their answers were given, which was used to construct the Conceptual Profile related to metacognition. The activities mediated by the Information and Communication Technologies were used in the introductory class on Oscillation Movement, and in experimental activities with Virtual Learning Laboratories. The results showed that the students presented different levels of compression. Prior to the didactic intervention the majority was located in the area of interpretative realism, while after this, the area with more individuals corresponded to classical Rationalism. Regarding the Conceptual Profiles related to metacognition, different situations were observed where the subjects modified both their area and their degree of confidence, observing in general an evolution in most of the students. In any of the cases, the Conceptual Profiles proved to be a novel and interesting tool to evaluate the didactic intervention.
展示了一项研究的第一个全球结果，属于一篇博士论文，其中假设通过使用信息和通信技术，工程专业的学生可以修改他们对振荡系统的概念概况。Claudio Enrique, Marta Yanitelli, Silvia GiorgiProfile of Mortimer认识到，在同一主题中，同一单词或概念(即使是具有科学性质的单词或概念)的几个含义并存，可以在适当的上下文中访问。在本次调查中，通过包括三个领域的认识论矩阵来阐述概况，并从理解层面提出了四个区域。在作为工具使用的问卷中，在每个问题的末尾增加了一个口号，学生应该指出他们的答案的自信程度，这是用来构建与元认知相关的概念轮廓。以信息与通信技术为媒介的活动在振荡运动入门课和虚拟学习实验室的实验活动中得到了应用。结果表明，学生表现出不同程度的压力。在说教式干预之前，大多数人位于解释性现实主义领域，而在此之后，个人较多的领域对应于古典理性主义。关于与元认知相关的概念概况，在不同的情况下观察到受试者修改了他们的区域和信心程度，总体上观察到大多数学生的进化。在任何一种情况下，概念概要都被证明是评估教学干预的一种新颖而有趣的工具。
{"title":"Perfiles conceptuales como instrumentos de evaluación de una intervención didáctica","authors":"C. Enrique, M. Yanitelli, S. Giorgi","doi":"10.36411/aef.1.1.5","DOIUrl":"https://doi.org/10.36411/aef.1.1.5","url":null,"abstract":"The first global results of a research are exhibited, belonging to a PhD thesis in which it is assumed that through the use of Information and Communication Technologies, engineering students could modify their Conceptual Profiles on oscillating systems. The idea of Conceptual Avances en la Ensenanza de la Fisica· 74 · Claudio Enrique, Marta Yanitelli, Silvia GiorgiProfile of Mortimer recognizes that in the same subject several meanings coexist for the same word or concept - even for those of a scientific nature -, which can be accessed in the appropriate context. In this investigation, the profiles were elaborated by means of an Epistemological Matrix that included three domains, and from the comprehension levels, four zones were proposed. In the questionnaire used as an instrument, a slogan was added at the end of each question where students should indicate the degree of confidence with which their answers were given, which was used to construct the Conceptual Profile related to metacognition. The activities mediated by the Information and Communication Technologies were used in the introductory class on Oscillation Movement, and in experimental activities with Virtual Learning Laboratories. The results showed that the students presented different levels of compression. Prior to the didactic intervention the majority was located in the area of interpretative realism, while after this, the area with more individuals corresponded to classical Rationalism. Regarding the Conceptual Profiles related to metacognition, different situations were observed where the subjects modified both their area and their degree of confidence, observing in general an evolution in most of the students. In any of the cases, the Conceptual Profiles proved to be a novel and interesting tool to evaluate the didactic intervention.","PeriodicalId":101894,"journal":{"name":"Enseñanza de la Física","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126912091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Con este numero se inaugura la revista Avances en la Ensenanza de la Fisica (AEF). Publicacion electronica, de acceso abierto, arbitrada y de frecuencia semestral editada por el Departamento de Fisica del Consejo de Formacion en Educacion, perteneciente a la Administracion Nacional de Educacion Publica (ANEP) del Uruguay....
{"title":"Surgimiento de Avances en la Enseñanza de Física","authors":"Stelio Haniotis","doi":"10.36411/aef.1.1.1","DOIUrl":"https://doi.org/10.36411/aef.1.1.1","url":null,"abstract":"Con este numero se inaugura la revista Avances en la Ensenanza de la Fisica (AEF). Publicacion electronica, de acceso abierto, arbitrada y de frecuencia semestral editada por el Departamento de Fisica del Consejo de Formacion en Educacion, perteneciente a la Administracion Nacional de Educacion Publica (ANEP) del Uruguay....","PeriodicalId":101894,"journal":{"name":"Enseñanza de la Física","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126037873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
En este articulo se desarrolla una indagacion realizada a comienzos de 2019 que tuvo por objetivo establecer pautas para confeccionar un indice de impacto de las asignaturas aprobadas en la carrera de profesor de Fisica del plan 20081 a partir de la valoracion de los egresados recientes. Para ello se recurrio a encuestar a profesores de Fisica, egresados de todo el Uruguay de los ultimos 5 anos. La encuesta fue online, anonima, en la que terminaron participando 71 personas, superando la mitad de los egresados de ese lapso. En esa encuesta, se pedia la valoracion de las diferentes asignaturas cursadas durante el profesorado, en relacion al aporte de esa asignatura, en algun aspecto, a su carrera como docente, principalmente para sus primeros anos de trabajo como profesor. El proposito de esta encuesta no es categorizar la pertinencia de las asignaturas en formacion docente en funcion de las respuestas de los egresados, sino establecer, a partir de su valoracion, pautas para confeccionar un indice de presencia de los estudiantes de profesorado de Fisica a cargo de los cursos de esta asignatura en la ensenanza media, de acuerdo a las asignaturas aprobadas en la carrera.
{"title":"Percepción de los docentes egresados de física sobre el impacto de las diferentes materias cursadas en la carrera","authors":"Alejandro Parrella","doi":"10.36411/aef.1.1.4","DOIUrl":"https://doi.org/10.36411/aef.1.1.4","url":null,"abstract":"En este articulo se desarrolla una indagacion realizada a comienzos de 2019 que tuvo por objetivo establecer pautas para confeccionar un indice de impacto de las asignaturas aprobadas en la carrera de profesor de Fisica del plan 20081 a partir de la valoracion de los egresados recientes. Para ello se recurrio a encuestar a profesores de Fisica, egresados de todo el Uruguay de los ultimos 5 anos. La encuesta fue online, anonima, en la que terminaron participando 71 personas, superando la mitad de los egresados de ese lapso. En esa encuesta, se pedia la valoracion de las diferentes asignaturas cursadas durante el profesorado, en relacion al aporte de esa asignatura, en algun aspecto, a su carrera como docente, principalmente para sus primeros anos de trabajo como profesor. El proposito de esta encuesta no es categorizar la pertinencia de las asignaturas en formacion docente en funcion de las respuestas de los egresados, sino establecer, a partir de su valoracion, pautas para confeccionar un indice de presencia de los estudiantes de profesorado de Fisica a cargo de los cursos de esta asignatura en la ensenanza media, de acuerdo a las asignaturas aprobadas en la carrera.","PeriodicalId":101894,"journal":{"name":"Enseñanza de la Física","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133358180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
María Cristina Araújo Avelino, Marcela Ballesta Wolmark
This study collets data deriving from two recent educational researches focused on the study of the conceptions held by the body of teachers of Physics in Uruguay about various aspects of the teaching of Physics in high school in formal education, and the actions taken considering scientific literacy. In order to do that, opinions about educational aims, curricular intentions and teaching practices, as well as explicitation of selected strategies, didactic activities and reflection on the educational strategies were collected through a semi-structured online questionnaire on a representative sample of teachers. Aspects of the empirical section and the methodological focus as well as the mains findings are described. Tension in connection with the dimension of scientific literacy and teaching practices in the classroom become evident, and there is some contradiction between what is verbalized and the actual teachers’ actions.
{"title":"Alfabetización científica: pensamiento y prácticas de enseñanza del profesorado de física en el bachillerato de educación secundaria en Uruguay","authors":"María Cristina Araújo Avelino, Marcela Ballesta Wolmark","doi":"10.36411/aef.1.1.2","DOIUrl":"https://doi.org/10.36411/aef.1.1.2","url":null,"abstract":"This study collets data deriving from two recent educational researches focused on the study of the conceptions held by the body of teachers of Physics in Uruguay about various aspects of the teaching of Physics in high school in formal education, and the actions taken considering scientific literacy. In order to do that, opinions about educational aims, curricular intentions and teaching practices, as well as explicitation of selected strategies, didactic activities and reflection on the educational strategies were collected through a semi-structured online questionnaire on a representative sample of teachers. Aspects of the empirical section and the methodological focus as well as the mains findings are described. Tension in connection with the dimension of scientific literacy and teaching practices in the classroom become evident, and there is some contradiction between what is verbalized and the actual teachers’ actions.","PeriodicalId":101894,"journal":{"name":"Enseñanza de la Física","volume":"153 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133004715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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