Diseño de estrategia didáctica tecnológica, desde una perspectiva inclusiva en el aula regular, para la enseñanza del concepto físico de movimiento, a partir de la resolución de problemas con enunciado abierto.
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Design and validation of the didactic sequence from conceptual categories in a referential framework and innovated by emerging categories that arise from the research-action process and that contribute to the inclusion and Universal Design of learning approximations of relationships between academic pairs and methodologically non-sequential activities imposed by the teacher, but independently designed, complementary with different complexity endings in the same activity, in addition to allowing the student according to their abilities and skills to choose the order of solution of the activities that make up the didactic sequence, of the same A way that the student interferes in the construction of the problem that he considers must be solved according to the personal perspective of what he considers and constructs as a problem, within the framework of the development of the concept of movement from Physics