a. Theoretical Material: to expand the information that the group possesses so far in relation to the themes: Problem solving, traditional practices, computer practices and simulated practices in different areas of physics and its incidence in the teaching - learning process of physics. b. Review Experimental Material: make an inventory of devices and elements of laboratory and software that allows to delineate some situations problematic in different areas of physics. c. Instrumentation Management: we will work on the use of computerized data acquisition systems, in order to characterize the equipment. d. Pre-design of laboratory practices: problem situations in the working area of each group, studying the possibility of solving them integrally with traditional, computerized or simulated material. and. Elaboration of laboratory practices: Each group will design and solve the selected problem situations and carry out the relevant studies and analyzes. F. Review and analysis of results: the results obtained in each group will be discussed and the respective adjustments will be made. g. Elaboration of didactic material: guides will be designed that contain the criteria to orient the study of the problematic situations. h. Implementation of the Didactic material: The didactic material will be applied to the students of the Curricular Project of Degree in Physics and sometimes to students of average education. i. Evaluation of the implementation: To determine the positive and negative aspects of the methodology used. j. Approach methodological proposal: propose a methodological alternative for the teaching-learning process of physics using as resources the Instrumentation and simulation in an integrated way. k. Conclusions and recommendations l. Dissemination of results: These will be done in different ways among which we have the writing.
To investigate possible methodological-didactic alternatives that stimulate and facilitate the teaching and learning processes of physics, especially at the level of secondary education and first semesters of Higher Education.
We believe that the group must, on the one hand, ensure that the formation of the new teacher is permanently revised to cultivate in the future teachers and in the exercise, the appropriate human and intellectual qualities that allow them to construct the new educational approaches , in the direction demanded by the times to come and, on the other hand, watch closely, so as to respect the fragile balance that must exist between the competence in the subject taught and the pedagogical competence, making use of the new information technologies. The reflection that is demanded to comply with such demands has to be placed, in a substantial way, in two spaces: in the space of the contents of the teaching and in the space of the teaching act.
- Scientific Literacy Technology
- Software exploration, application and pseudo-development
- Computer science in the teaching of physics
- Modeling, simulation, mining and data analysis