El cambio didáctico en profesores de ciencias que adelantan sus prácticas educativas con niños con limitaciones visuales

Abstract

This research was carried out in order to generate a didactic change in a teacher who currently advances his teaching practice with groups where students with visual impairment, both blind and low vision, are found. The professor has been trained in science and most of his experience was with high school groups, but for five years he has advanced his practice in the Republic of China IED in the city of Bogota D.C. The methodology applied was research-action where the researcher mediates the process of didactic teacher change through readings, discussions and films, where as a product of the whole process was constructed a didactic unit that takes into account the contemporary theories of Didactics of the sciences, some contributions of the education to children in situation of visual disability and the conceptions of the teacher as to what must be the teaching of the sciences to secondary students in situation of visual disability. The results were collected from the teachers' previous instru- ments on: science, scientific knowledge, the teaching-learning process and evaluation in both visually impaired children and children in the regular classroom. The instruments were applied at the beginning of the process, during the process and at the end of the process. An interview was also applied at the beginning and end of the process. From the results obtained it can be inferred that: some important changes were evidenced in the epistemology of the teacher and his professional practice teaching in front of processes with groups where students are found and situation of visual disability.