Análisis de los resultados de aprendizaje en la licenciatura en física de la Universidad Distrital Francisco José De Caldas

Abstract

Contemporary higher education has focused much of its transformation on strengthening academic quality, curriculum relevance, and the holistic development of students. In this context, learning outcomes have become a fundamental benchmark for understanding what students are expected to know, understand, and be able to do throughout their educational journey. Their importance lies not only in their evaluative function but also in their capacity to align curriculum goals, teaching practices, learning processes, and strategies for the continuous improvement of academic programs. In physics teacher training, the analysis of learning outcomes takes on particular relevance due to the complexity of integrating disciplinary knowledge, pedagogical training, physics didactics, and reflection on teaching practice. Training a physics graduate involves not only ensuring mastery of concepts, laws, or theories but also fostering the ability to interpret phenomena, construct explanations, contextualize scientific knowledge, and transform it into meaningful teaching experiences. For this reason, evaluating learning outcomes in this field requires a broad perspective, capable of recognizing both conceptual performance and the ways in which future teachers begin to assume their pedagogical role