Learning situations for didactic contextualization in the initial training of physics teachers

Abstract

The didactics of natural sciences requires innovative methods to stimulate students to think with an investigative spirit and to develop associations of knowledge related to everyday life phenomena. However, educational processes persist from traditional positions, enclosed in disciplinary frameworks decontextualized from reality. This reflects the need to introduce into practice teaching actions that promote cognitive independence and creativity. With the aim of contributing to the solution of this problem, this article deals with theoretical and practical aspects of the use of learning situations in Physics teaching. The historical and logical methods, analysis and synthesis, modeling, observation, survey and different mathematical and statistical procedures were used. The learning situations offered have been validated in school practice, which demonstrates their relevance and didactic superiority over other traditional forms of teaching. This is materialized in that they allow students to accept the challenges of learning, identify and solve problems of the surrounding environment using appropriate methods, solve learning situations consciously and independently, and raise interest and motivation for the study activity.