Integración de los conocimientos didácticos con conocimientos tecnológicos en ambientes educativos mediados por la investigación en el aula: una alternativa para el desarrollo del conocimiento profesional del profesor de ciencias

Abstract

The present research proposal sought to carry out a didactic reflection around the following question: How does the development of teaching activities in virtual environments contribute to the construction of professional knowledge of the science teacher? Bearing in mind that in the era of the information society, digital teaching environments can contribute to enriching pedagogical practice. (Dorfsman 2012, pp. 2-3)

Since, using virtual teaching environments for the natural sciences, in our case to build pedagogical material, favored the progression of the professional knowledge of the participating teachers, as it is an alternative that energized their work, by allowing them to connect didactic knowledge with contemporary technological developments, derived from the contextual use of different resources available on the web.

In this sense, this research designed and staged a strategy leading to strengthening professional knowledge of science teachers from the inclusion of technological knowledge necessary to promote classroom activities developed in virtual environments, which were used in the configuration of pedagogical material, from a framework for the resolution of real conjunctural problems, such as the alterations of the aquatic and terrestrial abiotic factors surrounding the educational institutions where they provide their services.

From where it results that, it was possible to identify in the analysis and triangulation of the registration units obtained in the application of the instruments (Semi-structured Interview, Didactic Units given from the VTE and the Descriptive Survey) (see figure 6), findings or main ideas , which position the investigative work carried out in tables 34 to 65 (Attendance in the STPK (P1 - P2) depending on the registration units) and graphs 11 to 21 (Triangulation in the progression of the STPK (P1-P2) in depending on the units of registration).