Recursos educativos abiertos como artefactos culturales: concepciones de los profesores de física que trabajan en la Facultad de Ingeniería

Abstract

This research characterizes the conceptions of physics professors who work in the Faculties of Engineering, in the city of Bogotá - Colombia in 2016, in relation to the Open Educational Resources REA seen as cultural artifacts. The research is framed in the line education of the sciences, context and cultural diversity (Molina, 2015). The question that led the research is: What are the conceptions of physics teachers working in the Faculties of Engineering on the use of Open educational resources? In its preliminary review it was established that the notion of Learning Object is a transformation of the notion of Object in Software engineering, which together, among others, with free and open licensing policies give rise to the idea of REA. In the theoretical foundations the notion of culture is understood as the "... meanings that weaves men and that is constituted in the same context to interpret the world, the society, is that which gives meaning to what is done and thinks ..." ( Molina, 2010); The cultural artifacts as mediators are an idea that comes from cultural psychology (Cole, 2003), which has been considered structural and adequate for the understanding of OER, in this sense the cultural artifacts constitute mediators of such sets of meanings . In this sense, REA implies material and conceptual configurations that allow the mediation of concepts, values, beliefs, world views, reproduced according to the purposes for which they were created or are readapted in new contexts of use by new actors , In new activities; aspects that can lead to changes in concepts, values, beliefs, world views. The background analysis led to the establishment of four sources of values linked to the concepts of physics that are taught to engineers in training, these refer to: the notion of instrument, socio-scientific aspects, learning environment and school and technical knowledge and technological. The research is based on the approach proposed by Rodrigo, Rodríguez and Marrero (1993) of implicit theories, used by Utges and Pacca (2003), Milicic, et al (2007) and Molina, et al., (2014). The methodological process consisted of two stages; An exploratory - qualitative and another of systematization - quantitative. The instruments used were a semi-structured interview, constructed from situations (Molina et al., 2014) and a questionnaire of multiple weighting likert scale; In the process participated 116 university professors who teach physics in engineering faculties in universities of Bogota - Colombia; Of which 10 participated in the exploratory phase and 106 in the systematization phase. The reliability, consistency, consistency and validity of the exploratory stage (essentially qualitative) can be established in the process by initiating (a) the establishment of the theoretical place that behaves as a constant elaboration; (Molina et al., 2014) present in the protocol (annex), which was validated by means of a triangulation in which experts related to the Doctorate in Educational Physics (CICATA- IPN), members of the research group, peers linked to the doctorate in education (DIE-UD) and the research line, and pilot tests with participants from the university community of physics for engineers; (C) also the interpretation of the interviews in which a triangulation was applied with the research team, research group (presentation in the I and II colloquium, research line Teaching of the sciences), meeting with experts and validation of The narratives with the participating teachers, (d) extensive internal discussion between the researcher and his tutor of all the aspects and decisions that each moment implied.