El contexto profesional en la enseñanza del electromagnetismo desde una perspectiva histórica en programas universitarios diferentes: implicaciones para el cambio didáctico

Abstract

This doctoral thesis presents a proposal based on the training of teachers for the generation of didactic change, based on the use of two differentiating elements and summarizing the proposal put forward in this research, based, on the one hand, on the use of the historical context of the physics and on the other hand the implications and incidence of the professional context where physics is taught. For this purpose, a case study was conducted with two university professors of physics, to characterize the way they teach physics in two different professional contexts, a course of electromagnetism for students that are formed as physics graduates and a course of electromagnetism for students Which are trained as electrical engineers. In the first phase the research sought to carry out a phenomenological approach, which would allow to characterize the personal teaching epistemology of the two teachers. Subsequently, a collaborative work with the two professors was developed for the development of a program of continuing teacher training aimed at didactic change, based on the analysis of the historical context elements that are or are not possible to introduce in a course of electromagnetism And taking into account the professional context where the course of physics is taught. This collaborative work carried out within the training program was advanced in two moments. In the first one, an introductory presentation was developed on didactic elements that will allow the participating teachers to recognize their professional practice in the light of theoretical elements of the didactics of the sciences. In the second moment, joint work sessions were conducted to analyze and reflect on some historical moments of interest that could be used to improve the teaching of physics, in particular electromagnetism. Finally, from this construction and deployment of the program, elements of analysis are collected to reflect on the professional practice and the possibilities of didactic change generated in the two professors participating in the program.