Aprender indagando: base para una transformación del modelo de enseñanza en la formación de profesores

Abstract

This work analyzes the characteristics of the inquiry processes carried out by physics teachers in initial training, when constructing explanations around projects, as well as their implications in the transformations of teaching models before and after the addressing this process. The methodology that has been use on the content of analysis techniques of class planning, project reports and a questionnaire carried out after the completion of the course. The results show that the participants manage to transform their teaching models, initially focused on disciplinary content and the teacher, to one focused on the active learning of students, after experiencing a learning process based on inquiry to build explanations around it to the resolution of a project. Concluded, that characteristics of this context are established, which enables the transformation of teaching models.