Estrategias didácticas para la enseñanza de las asignaturas de Física I, II y III en la Facultad de Ingeniería Eléctrica, Electrónica y Telecomunicaciones de la UNI en los primeros ciclos de la carrera
Fecha
2018
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Universidad Antonio Ruiz de Montoya
Resumen
Esta investigación tuvo como objetivo general conocer las estrategias didácticas
de enseñanza que los docentes emplean en las asignaturas de Física en la Facultad de
Ingeniería Eléctrica, Electrónica y Telecomunicaciones de la Universidad Nacional de
Ingeniería. Se trató de identificar las estrategias didácticas que se emplean, sus
fundamentos teóricos y su vinculación con el desarrollo de las competencias. Para la
recolección de datos de esta investigación se utilizaron tres instrumentos, una guía de
entrevista semiestructurada, un registro anecdótico de clases y el análisis documental.
Se encontró que los docentes de Física en el entorno de la investigación tienen
conocimiento limitado de las estrategias didácticas preinstruccional, coinstruccional y
las postinstruccional. Aplican instintivamente algunas de las estrategias para la
enseñanza de las ciencias, tales como la enseñanza expositiva, la enseñanza por
descubrimiento y la enseñanza mediante el conflicto cognitivo. Ellos se limitan
prácticamente al uso de la estrategia expositiva, evidenciándose una enseñanza centrada
en el docente y centrada en el conocimiento es decir no se han roto los parámetros de la
enseñanza tradicional. El enfoque por competencias se viene estructurando en lo
conceptual, enfocado solo en desarrollo cognitivo, pero, debería ser estructurado en los
tres niveles conceptual, procedimental y actitudinal.
The general objective of this research was to know the didactic strategies of teaching that teachers use in the subjects of Physics in the Faculty of Electrical, Electronics and Telecommunications Engineering of the National University of Engineering. It was treated to identify the didactic strategies used, their theoretical foundations and their connection with the development of competences. For the collection of data from this research, three instruments were used, a semi-structured interview guide, an anecdotal record of the classes of the teachers previously interviewed and the documentary analysis. It was found that physics teachers in the research environment have limited knowledge of preinstructional, co-instructional and post-instructional didactic strategies. They instinctively apply some of the strategies for teaching science, such as expository teaching, discovery teaching and teaching through cognitive conflict. They are practically limited to the use of the expository strategy, evidencing a teaching focused on the teacher and focused on knowledge, that is, the parameters of traditional teaching have not been broken. The competency approach has been structured in the conceptual, focused only on cognitive development, but should be structured in the three conceptual, procedural and attitudinal levels.
The general objective of this research was to know the didactic strategies of teaching that teachers use in the subjects of Physics in the Faculty of Electrical, Electronics and Telecommunications Engineering of the National University of Engineering. It was treated to identify the didactic strategies used, their theoretical foundations and their connection with the development of competences. For the collection of data from this research, three instruments were used, a semi-structured interview guide, an anecdotal record of the classes of the teachers previously interviewed and the documentary analysis. It was found that physics teachers in the research environment have limited knowledge of preinstructional, co-instructional and post-instructional didactic strategies. They instinctively apply some of the strategies for teaching science, such as expository teaching, discovery teaching and teaching through cognitive conflict. They are practically limited to the use of the expository strategy, evidencing a teaching focused on the teacher and focused on knowledge, that is, the parameters of traditional teaching have not been broken. The competency approach has been structured in the conceptual, focused only on cognitive development, but should be structured in the three conceptual, procedural and attitudinal levels.
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Universidad Nacional de Ingeniería (Lima). Facultad de Ingeniería Eléctrica, Electrónica y Telecomunicaciones, Estrategias de enseñanza-aprendizaje, Educación basada en competencias, Enseñanza de la física, Educación superior, Educación