Didactic structure of virtual experimental activities for the training of Physics teachers

Estructura didáctica de las actividades experimentales virtuales para la formación de profesores de Física

Abstract

The Physics teacher in training requires Information and Communications Technologies (ICT) to process the Physics contents. Taking the synthesis of a theoretical study carried out and the experience of educational practice in university training, the didactic foundations of the use of virtual experimental activities (VEA) for the training of Physics teachers are revealed as a problem to be investigated. The methodology used was based on a qualitative and quantitative study of a descriptive-explanatory type, using documentary analysis as a systematization technique in the study of bibliographic sources, linked to the VEA and the Study Plan “E” of the Bachelor of Education degree. Physical. Theoretical and empirical methods and the systemic approach were used in the synthesis of the result expressed in this paper. As a result, a didactic structure was developed to include VEA in the subject programs of the Basic Physics discipline. The research derives from a Research Project institutional with the Program and doctoral studies at the Enrique José Varona University of Pedagogical Sciences. The VEA promote greater motivation and interest of teachers in training in the study of Physics.