Cambios didácticos en un profesor universitario de física apoyados en la integración de estudios epistemológicos e históricos de la física cuántica y de la ciencia como sistema cultural

Abstract

This is an investigation aimed at promoting didactic changes in a university professor who teaches Quantum Physics (FC) in an initial training program for physics teachers. Case that was chosen recognizing the potential impact that the teacher generates on future teachers, who will have the responsibility of forming scientific thinking among citizens. To imagine the research, it was thought that if through an intervention process didactic changes were favored in the teacher, he could manifest these advances at the time of teaching, a space in which the teacher shares with the students their beliefs, their knowledge, their attitudes and behaviors about physics and scientific education, aspects that could be taken into account by students, in this case physics teachers in initial training, who if they manage to understand and consolidate what their teacher proposes in the activities of teaching and learning, when they subsequently teach physics and specifically FC, they will possibly stage some elements proposed by this doctoral thesis. This is a work with qualitative methodological orientation within the framework of the interpretive paradigm, which implements the Action Research strategy in which three stages stand out: the diagnosis, the intervention and the final collection of information, product of the interactions carried out with the professor who participated as a case study in this research. In the process, the components of didactic change, the conceptions, visions and practices of the teacher about the discipline and its teaching were investigated, studying possible changes as a result of the intervention. In order to promote didactic changes in the teacher, in particular, humanizing conceptions of scientific knowledge, the intervention designed a set of activities based on the history and epistemology of CF, and on the position of science as cultural system, however, it was necessary to enrich the proposal with knowledge about the didactics of science. This program as an action strategy guided the collaborative study process between the researcher and the expert professor. Among the research results, the professor's advances in the recognition of physics as a non-hierarchical elaboration with respect to other knowledge that also try to give meaning to the world, a cultural construction with sources of knowledge such as reason and experimentation, but likewise, imagination, intuition and beauty, identifying that it is an elaboration that goes beyond its final results, in which there have been complex processes of elaboration and acceptance, not linear, nor cumulative, in which there have been has been developing approximations of the world presenting scope and limitations. Aspects that, on the teacher's own initiative, were permanently integrated into the teaching practice of FC, showing some changes in comparison with certain conceptions, attitudes and classroom practices detected in the diagnostic stage. In general, the research allowed us to recognize that the didactic change is not sudden, but is the product of permanent reflection on the knowledge that is taught and on the educational process. A complex process that involves learning about other positions, making the belief system more flexible, to de-rigidize personal positions that have become entrenched over time, something that if achieved, makes it possible to place oneself in other perspectives different from the usual ones, on which it is necessary to reflect , and if this transcends the teacher, it is likely to modify their attitudes, as well as their practices.