Secuencia didáctica alrededor del concepto de masa de agujeros negros supermasivos, a partir de la teoría de la acción didáctica conjunta

Abstract

In the initial training of physics teachers at the undergraduate level, astronomical content, particularly that related to complex objects such as supermassive black holes is scarcely represented in academic programs. This situation is attributed to the abstract nature of the topic, its mathematical demands, and its limited connection to everyday experience, which hinders its integration into university teaching practices. Within the framework of the elective course “Didactic Action in Astronomy”, a didactic sequence was developed to facilitate the conceptual appropriation of this content by future educators. The proposal was structured around three interconnected activities that addressed key notions such as gravitational collapse, stellar evolution, and the calculation of supermassive black hole mass. Its impact was assessed using a General Concept Inventory (GCI) applied before and after the intervention, along with analytical tools such as Hake’s normalized gain coefficient and score-concentration (S-C) graphs. The results showed significant improvements in the conceptual organization of student responses, especially in nine out of fourteen questions, which were positioned in the high-score and high-concentration quadrant. These findings suggest that it is indeed possible to incorporate advanced astronomical content into teacher training, provided that appropriate theoretical frameworks and contextualized teaching strategies are used. The experience allowed for the documentation of learning processes and opened new avenues for further research in astronomy education.