El Conocimiento escolar del espacio a partir de los textos escolares de física y su uso declarado por docentes de bachillerato: un estudio de caso en Colombia

Abstract

This research, which is presented as a case study, provides an overview of the interrelation in the construction of school knowledge about space provided in the pedagogical proposal of physics textbooks and the professional knowledge of teachers declared by high school teachers. in Colombia, in relation to their use. A mixed methodology, whose central axis is based on a system of five categories related to school knowledge, has allowed us to approach the diversity of factors involved. Through qualitative and quantitative data processing instruments and techniques, as well as the use of DOC axes and conceptual devices, we aim to approach the analysis and understanding of teachers' professional knowledge and school knowledge about space. The dynamic and evolutionary nature of teachers' professional knowledge is confirmed in the coexistence of different levels of complexity for more than one category and a tendency towards the innovative, transformative level. A clear need to update teacher training and school textbooks on space-related topics typical of the last century in relation to modern physics.