Bibliographic citations
Caro, J., (2018). 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 [Universidad Antonio Ruiz de Montoya]. http://hdl.handle.net/20.500.12833/1940
Caro, J., 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 []. PE: Universidad Antonio Ruiz de Montoya; 2018. http://hdl.handle.net/20.500.12833/1940
@mastersthesis{renati/1007607,
title = "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",
author = "Caro Amery, José Antonio",
publisher = "Universidad Antonio Ruiz de Montoya",
year = "2018"
}
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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