La relación con el concepto de energía que establecen los docentes en formación del programa curricular licenciatura en física

Abstract

This research aims to characterize the relationship with the concept of energy established by pre-service teachers in the Physics Teaching Degree Program. To this end, the study begins with an analysis of the historical representations of the concept of energy developed by various authors in the field of physics. Subsequently, the theory of the relationship with knowledge is introduced in order to identify the different types of connections that individuals can construct around this knowledge: epistemic, identity-based, and social. Regarding the methodological framework, a mixed-methods approach was adopted, which included instruments such as the "balance of knowledge," interviews, and a concept inventory. Qualitative data were analyzed using the discursive textual analysis technique, while the quantitative data were examined using Bao’s factor, which made it possible to identify patterns of conceptual development through learning vectors. The results show that the pre-service teachers establish epistemic, social, and identity-related relationships with the concept of energy. Furthermore, the analysis of the concept inventory reveals both progress and setbacks in their understanding of this concept, highlighting the complexity of the learning process surrounding the concept of energy in teacher education.