Estrategia CMID adaptada a la virtualidad para estudiar el equilibrio térmico en formación inicial docente

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DOI

https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2023.v20.i3.3201

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Experiencias, recursos y otros trabajos
3201
Publicado: 03-05-2023
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Resumen

Se describe la aplicación de la estrategia Clase Magistral Interactiva con Demostración adaptada a la virtualidad para estudiantes de quinto año de pedagogía en Matemáticas y Física. Se analizan los resultados bajo el enfoque orientado al nivel de comprensión del estudiantado del concepto de equilibrio térmico y al ámbito pedagógico. Al inicio un 83% de los estudiantes poseen ideas previas inadecuadas sobre la evolución temporal de la temperatura de dos objetos en contacto térmico, ambos con distinta masa y diferentes temperaturas iniciales. Luego de aplicar la estrategia, se determinó el factor de Hake para conocer la ganancia de aprendizaje que fue de 0,429, lo que se considera una ganancia media. En el formulario ticket de salida se aprecia la alta valoración de la CMID por parte de los profesores en formación para su labor docente, destacándose la importancia del aprendizaje social y el proceso de reconstrucción de conceptos a través de un ejercicio de metacognición.

Palabras clave: Clase magistral interactiva con demostración; formación inicial docente; enseñanza y aprendizaje en contexto de virtualidad; equilibrio térmico.

ILD strategy adapted to virtuality to study thermal equilibrium in initial teacher training

Abstract: The use of the Interactive Lecture Demonstrations strategy adapted to virtual session to a fifth-year student teachers’ class is described. The results are analyzed under the approach oriented to the student teachers' level of understanding of the concept of thermal equilibrium and to their pedagogical knowledge. At the beginning, 83% of the students had inadequate previous ideas about how the temperature of two objects in thermal contact, both with different mass and different initial temperatures, change over time. After applying the strategy, Hake's factor was determined to know the learning gain. Its value was 0,429, which is considered a medium gain. The student teachers’ exit ticket showed the high valuation given by them to the ILD strategy. Student teachers highlighted the importance of social learning and the process of their own physics concept reconstruction through a metacognition exercise.

Keywords: Interactive Lecture Demonstrations; initial teacher training; teaching and learning in the context of virtuality; thermal equilibrium.

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