Las TDIC en la enseñanza de las cienciasun modelo didáctico para el diseño de propuestas de enseñanza que consideren los retos actuales de la educación científica

Abstract

The implementation of Information and Communication Technologies (ICT) in teaching processes of Natural Sciences has been marked by the lack of strategies that allow transcending from the instrumentalized use to a use based on didactic, pedagogical and epistemological points of view, to favor the learning of concepts, procedures, and the complex relationships in which scientific development takes place. In this sense, the recognition of the potential of ICT should contribute not only to learn science, but also to learn how to do science and learn about science, challenges posed by Hodson (2003, 2010). Based on this, the purpose of this research is to help teachers identify elements that should be taken into account when choosing to design proposals with ICT for teaching natural sciences. This contribution is materialized in a didactic model that articulates the challenges of science education with the facilitating principles of the Critical meaningful Learning Theory described by Moreira (2005/2010). With this purpose, this thesis started from a systematic literature review that allowed the identification of a reference for the concept of didactic model; it allowed strengthening the idea that ICT can improve the processes of understanding about the nature of science, and allowed ratifying the need to build a didactic model. As a theoretical basis for the fulfillment of this objective, relations are established between the two adopted referents, and relations are traced with Bachelard's approaches as an epistemological referent of the research. The research is framed in the qualitative paradigm, within which Design-Based Research is used, a methodology that allows a systematic process configured by three iterations, starting from the configuration of an initial design that undergoes validation and adjustments until the presentation of a final prototype.