Estudios Sociales y Pedagogía para la Paz - GIESPPAZ
https://repositorio.ufps.edu.co/handle/ufps/100
2024-03-29T07:00:04ZIV international seminar on pedagogical practice (IV ISPP)
https://repositorio.ufps.edu.co/handle/ufps/6640
IV international seminar on pedagogical practice (IV ISPP)
Prada-Nuñez, R; Torres-Ramírez, J E; Hernández-Suárez, C A; Gamboa-Suarez, A A; V-Niño, E D
In the process of teaching and training students and new professionals, constructive actions and
didactic spaces must be open where the teacher encourages the integral growth of their students,
strengthening different technical/academic aspects and personal skills.
With a good orientation and implementation of appropriate pedagogical practices, the teacher will
have the ability to teach and create spaces to socialize, discuss and reflect about experiences that
generate, not only the construction of new knowledge, but also the strengthening of principles and
qualities in students, such as responsibility, honesty, equity, respect and the ability to reason to solve
problems and conflicts. All this promotes the formation of human capital capable of confronting and
solving different aspects and challenges that may be encountered in their training process and
professional development.
The present proceedings are part of the contributions of the participants in the IV International
Seminar on Pedagogical Practice (IV ISPP) which was held from 26 to 27 August 2021, in the city of
San José de Cúcuta, Colombia; congress was organized by the "Facultad de Educación, Artes y
Humanidades" of the Universidad Francisco de Paula Santander, San José de Cúcuta, Colombia
The main purpose of the IV ISPP was to create a space for training and academic and scientific
cooperation for the construction, exchange, and development of research that aimed at the consolidation
of innovation processes in education and pedagogical practices. This edition of the IV ISPP has
emphasized the research, innovations, and reflections on didactics of natural sciences (mathematics,
physics, chemistry, and biology) and its applications at both educational and scientific.
The IV ISPP was attended by researchers, teachers of the basic, middle, and higher education,
graduate and undergraduate students from Colombia, Argentina, Mexico, Chile, El Salvador, and Spain,
who shared their contributions in the fields of teaching and applications of natural sciences (physics,
mathematics, chemistry, biology, physics-mathematics, physical-chemistry, biophysics, Statistics, and
education).
On behalf of the organizing committee of the IV ISPP, we are extremely thankful to all authors and
participants for providing their valuable contributions to this Proceedings volume as well as the
reviewers for their constructive recommendations and criticism aiding to improve the presented articles.
Likewise, we like to thank the Universidad Francisco de Paula Santander (UFPS), and the Foundation
of Researchers in Materials Science and Technology (FORISTOM), and Red Iberoamericana de
Pedagogia (REDIPE), for all the support technical and logistical received. Finally, the editor hopes that those interested in the area of pedagogical practice and didactics in
natural sciences can enjoy this reading, of the volume of the Journal of Physics: Conference Series
(JPCS), which reflects a wide variety of current issues.
2021-08-27T00:00:00ZAttitudes towards physics. A study with high school students from the Colombian context
https://repositorio.ufps.edu.co/handle/ufps/6634
Attitudes towards physics. A study with high school students from the Colombian context
Hernánez-Suarez, C A; Gamboa-Suárez, A A; Suarez, O J
Science education should promote the development of competent students in science and develop their interest in science; however, although the role and relevance of science within society is evident; the interest towards it is not conscious, being the negative attitudes of the students the main problem in the teaching of physics, which translates into a deficient knowledge
and lack of scientific vocation. This report aims to diagnose the attitudes of students in high school physics courses. The study was developed through a non-experimental, descriptive research design, obtained from the application of a Likert scale that evaluates attitudes towards physics, adapted and validated to the context of students in an educational institution in Colombia. The results indicate that the attitudes of the students are slightly favorable, which is an empirical precedent to continue with the studies on attitudes towards physic. This should be considered to enhance the learning processes in these students, especially for those who have their first approach to physical concepts and give importance to attitudes when teaching.
2021-09-03T00:00:00ZActive learning and knowledge in physics: a reading from classroom work
https://repositorio.ufps.edu.co/handle/ufps/6615
Active learning and knowledge in physics: a reading from classroom work
Prada Nuñez, Raul; C A, Hernández Suarez; Gamboa, A A
This research article shows the findings of a study that sought to demonstrate the
results of a methodological intervention implemented in classes of an eleventh-grade course in
the area of Physics, in a public school in the city of San José de Cúcuta, Colombia. The
intervention consisted of applying some active learning strategies accompanied by
methodological tools such as collaborative work in order to measure the impact of the
intervention on the level of disciplinary knowledge of students with a pre-test and post-test. The
results show a significant increase with a value of 0.49 at the end of the intervention, which
suggests that the subjects participating in the study improved their level of conceptual
appropriation in physics after the application of active learning strategies.
2021-05-22T00:00:00ZTeaching physics through the implementation of a didactic strategy for the integration of knowledge in secondary school students
https://repositorio.ufps.edu.co/handle/ufps/6613
Teaching physics through the implementation of a didactic strategy for the integration of knowledge in secondary school students
Prada Nuñez, Raul; Hernández, C A; Gamboa, A A
The objective was to evaluate the implementation of the knowledge integration model
in high school students studying physics in a public educational institution in the city of San José
de Cúcuta, Colombia. A quasi-experimental model was applied. An intervention was
implemented as a didactic strategy for the integration of knowledge based on the Pragmatic
Pedagogical Principles, its operative criteria, and activities. Conceptual progress is reported by
means of Hake's normalized factor or gain, which was modified to the rating scales, and the
results of partial exams are considered, implementing a continuous and formative evaluation
system. The results were compared between the experimental and control groups. It was found
that the experimental group showed better academic achievement and performance than the
control group. This suggests that the results generated a continuous learning progress thanks to
the application of the operative judgments of the corresponding principles.
2021-05-21T00:00:00Z