Caracterización de los saberes previos de astronomía, identificados en los docentes en formación de licenciatura en física

Abstract

This monography presents a characterization of the previous knowledge in basic topics of astronomy of teachers in undergraduate training in physics at the Francisco José de Caldas District University. The first characterization showed that the emphasis on the notions they have regarding the teaching of the phases of the Moon would serve as an indicator for the description of the pedagogical content knowledge for the characterized group. To analyze the pedagogical content knowledge, a modified ReCo instrument was used to investigate KPC trends in natural sciences based on the ReCo matríz proposed by (Melo, Cardona, Martínez, et al., 2018), taking as startingc point the initial categorization of the guidelines in science teaching proposed by (Magnusson, Krajcik, and Borko, 1999). The methodology chosen for this purpose is qualitative - interpretive based on content analysis techniques (Fraenkel, Wallen, and Hyun, 2012). It was found that teachers in training for the bachelor’s degree in physics handle two types of pedagogical content knowledge, based on the orientation of conceptual change and directed activities. It was also evident that the conceptual elements that teachers in training use to design learning spaces are disjointed, resulting in a didactic management of models analogous to the phases of the Moon without impact on the teaching process.