ОПЫТ ПРИМЕНЕНИЯ ЭЛЕКТРОННЫХ ОБРАЗОВАТЕЛЬНЫХ РЕСУРСОВ ДЛЯ ФОРМИРОВАНИЯ МЕТОДИЧЕСКОЙ КОМПЕТЕНТНОСТИ БУДУЩЕГО УЧИТЕЛЯ ФИЗИКИ

В статье описан авторский опыт применения электронных образовательных ресурсов для формирования методической компетентности будущего учителя. Приведено содержание деятельности учителя по проведению урока физики и технология применения электронных образовательных ресурсов для формирования у студентов данного вида деятельности. The article describes the author’s experience of using electronic educational resources for the formation of the didactic competence of a future teacher. The content of the teacher’s activity in conducting a physics lesson and the technology of using electronic educational resources for the formation of this type of activity in students are given. didactics of physics, electronic educational resources, methodical competence, physics lesson

Re(conocimiento) de la disciplina a partir de ejercicios metacognitivos en la formación de profesores de Física / Re(Cognizing) the Discipline from Metacognitive Exercises in the Education of Physics Teachers

ABSTRACTWe present results from developing a proposal to teach didactics of physics in an undergraduate program of teachers’ education. The main objective was to educate them for re(cognizing) their physics knowledge based on metacognitive exercises. It was developed in a public university in Bogota city through a research/intervention. Data were analyzed using content analysis techniques in three phases; pre-analysis, categorization, and interpretation. Thematically contents were organized from history, epistemology, and philosophy. We observed language enrichment about physics, as much as arising of reflections that evidence perspectives evolution in their ways of thinking the physics and teaching physics.RESUMENPresentamos resultados de una propuesta para la enseñanza de la didáctica de la física en un programa de formación de profesores de una universidad pública de Bogotá. El objetivo fue educarlos para el re(conocimiento) de su saber disciplinar a partir de ejercicios metacognitivos mediante una investigación/intervención. Los datos fueron estudiados mediante análisis de contenido en tres fases; preanálisis, categorización e interpretación. Los contenidos temáticos fueron organizados a partir de la historia, epistemología y filosofía. Observamos enriquecimiento el desarrollo de reflexiones que evidencian evolución en la forma como piensan la física y la enseñanza de la física.

The Relationship between Student Science Teachers’ Views on Nature of Science and Classroom Practice: Is There Any?

The present study investigated the relationship between student science teachers’ views on Nature of Science and their views on the importance of teaching Nature of Science. It is a case study in which qualitative methods and descriptive statistics are used. The sample consisted of 23 student science teachers who attended a faculty course on Didactics of Physics and participated voluntarily. Preliminary findings showed a moderate relationship between students’ views on Nature of Science issues and their classroom practice, particularly regarding “tenets” such as the tentative character of science and sociocultural milieu. When it comes to more epistemological issues, such as the difference between a theory and a law, then student teachers have considerable conceptual difficulties and they also find the particular “tenets” less important for a school science context.