Una propuesta educativa basada en el tpack para la enseñanza, el aprendizaje y la evaluación del concepto de movimiento

Abstract

The purpose of this article is to show the integration of teaching, learning, and evaluation of the concept of movement based on digital technology as an educational proposal in higher education. Such proposal assumed integration conceptually as a curricular investigation based on the Pedagogical and Technological Content Knowledge and, empirically through a case study in a university physics course, in which it was proposed the following hypothesis: if the educational proposal establishes relationships between teaching, learning, and evaluating the concept of movement with the technology of digital resources, it contributes to the education of scientifically literate citizens. The educational proposal was conceived as a sequence of knowledge organized with the curricular purpose of teaching, evaluating, and supporting students with the learning of the concept of movement, based on the incorporation of digital resources. Its preparation included five steps: 1) the selection of the main scientific ideas; 2) the representation of the expanded content and the repertoires of professional and pedagogical experience; 3) the selection of historical aspects; 4) the selection and sequencing of activities, and 5) the micro-curricular planning. Practice in the course required: a) project planning, which included theoretical conceptualization, group selection, and proposal preparation; b) the empirical study covered the application and data collection, and c) the evaluation corresponded to the data analysis and the draw of conclusions. The process developed allows us to conclude that, by assuming the curriculum as a research project, the teacher managed to relate teaching, learning, and evaluation of the concept of movement through the conceptual framework of Pedagogical and Technological Content Knowledge.