Análisis y reflexiones de estrategias pedagógicas y didácticas para la enseñanza de leyes de Newton en la escuela secundaria

Abstract

In the educational field, it is essential to recognize the educational experiences that teachers have when exercising their work, a discourse on which the following monograph is focused, analyzing two important phases of educational praxis, such as planning and application of the classroom planning. Working with three teachers from public institutions in the city of Bogotá who guide the area of Natural Sciences and Physics, specifically the subject of Newton's Laws. As a methodology for collecting information, the semi-structured interview tool is used in both phases of the work, applying discourse analysis for its study. Within the development of the planning phase are aspects such as the context, learning goals, strategies, content and evaluation. And in the application phase of planning, aspects such as the relevance of planning, the development of themes, the strategies applied, the materials and resources used, evaluation and the school environment are analyzed in the teaching narrative. With this, the systematization and discursive analysis of the teaching experiences is carried out, where the recognition of the contextualization emerges, the different pedagogical strategies applied to the subject, the discursive relationship of the teachers in their educational praxis to generate a significant learning of the contents and comprehensive training that responds to the needs of a learning environment.