Inquiry-based learning. Beliefs of trainee teachers in a physics course
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Pabon Galan, Carlos Antonio | 2022
The teaching of physics should be supported by practical or laboratory activities that
seek to develop the scientific competencies of the students who study physics, so it is necessary
to propose innovative strategies, such as research-based learning, in which students answer
research questions through the analysis of data, which increases the interaction between the
student and the physical concepts under investigation. Therefore, the objective of the study was
to analyze the beliefs of teachers in natural science training at a public university in Colombia
who take the subject of physics on research-based learning, to provide information on how to
guide the use of innovative strategies. The study responds to a type of quantitative research with
a descriptive approach and was based on a field design. On the other hand, the results reflect
slightly positive beliefs of students in initial teacher training who study physics about researchbased learning as an innovative strategy, although it is recommended to expand the sample to
generalize. Finally, the analysis reveals as a conclusion that the implementation of innovative
methodologies such as inquiry-based learning for science teaching, especially physics, should be
promoted and supported more effectively to foster motivation, skills development, and
conceptual understanding. of the scientific contents.
LEER
