Análisis del pensamiento metacognitivo del profesor de física en formación, cuando se enfrenta a cuestiones epistemológicas

Abstract

In this work, we characterize the metacognitive thought of pre-service teachers, when they face epistemological issues in the classroom. Data collection was carried out in the course "Epistemology of physics for teaching" into the program of Licenciatura en Física, at the Universidad Distritral Francisco José de Caldas. Data analysis was on qualitative research methodology, specifically through discourse analysis, from audios and videos of the activities carried out. The thematic sequence of the course dealt with aspects about the observability of Nature, the epistemological profiles of scientific concepts, the epistemological obstacles in the discourses of those who talk about physics and, the visions of the Nature of science. Results indicate that pre-service teachers developed skills for self-evaluation, recognizing their learning process, and projecting their speeches for teaching, also showed self-regulation to enrich their language. Finally, there was evidence about modifications to making sense of the construction of knowledge in physics and, in physics teaching, as well as a process of becoming aware of the importance of assuming metacognition as a guiding criterion for their learning in various aspects.