Creatividad y TIC: religaje para la transformación de la didáctica en la física de la educación media
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Fecha
2021
Autores
Reslen Eugenio, Álvaro Enrique
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La escuela del siglo XXI ha sido permeada por didácticas tradicionales especialmente en la física, donde la instrucción, transmisión y homogenización relegan la posibilidad de desarrollar procesos creativos, desaprovechando en muchos casos las potencialidades individuales y subjetivas propias de la diversidad humana, en que el maestro, trasmisor de información, elimina posibilidades de cuestionamiento, reflexión, diálogo, experimentación, disminuyendo la capacidad de desarrollar pensamiento crítico en los actores educativos que son parte de una sociedad que requiere cambios trascendentales en un mundo de incertidumbres, pandemias, hambrunas, guerras, entre otros. Por esta razón, se hace necesaria la generación de una didáctica creativa para la física, que tenga en cuenta las subjetividades de los educandos, sus propios intereses en una ecología de red, contribuyendo a crear un clima de cambio, de transformación de los actores educativos. El objetivo de la investigación busca construir una didáctica creativa religada con las TIC a partir de la acción colectiva, que propicie la transformación del proceso enseñanza y aprendizaje de la física en educación media. En este sentido, se encamina la investigación desde la visión de Elliot (1994) a partir de la Investigación Acción Educativa (I.A.E) bajo el paradigma socio-crítico, propiciando la participación y acción colectiva de la comunidad educativa; conceptualmente, la investigación se fundamenta desde la Teoría Interactiva y Psicosocial de la Creatividad con énfasis en el Proceso Didáctico Creativo - PDC y los Personal Enviroment Learning - PLE, con la finalidad de transformar, dar coherencia y consistencia a los procesos didácticos creativos, bajo la construcción colectiva, donde se generan espacios de democracia, autonomía y redes de conocimiento.
The 21st century school has been permeated by traditional didactics especially in physics, where instruction, transmission and homogenization relegate the possibility of developing creative processes, wasting in many cases the individual and subjective potentialities of human diversity, in which the teacher , transmitter of information, eliminates possibilities of questioning, reflection, dialogue, experimentation, reducing the ability to develop critical thinking in educational actors who are part of a society that requires transcendental changes in a world of uncertainties, pandemics, famines, wars, among others. For this reason, the generation of a creative didactics for physics is necessary, which considers the subjectivities of the students, their own interests in a network ecology, helping to create a climate of change, of transformation of educational actors. The objective of the research seeks to build creative didactics related to ICT from collective action, which promotes the transformation of the teaching and learning process of physics in secondary education. In this sense, the research is directed from the vision of Elliot (1994) from the Educational Action Research (I.A.E) under the socio-critical paradigm, promoting the participation and collective action of the educational community; Conceptually, the research is based on the Interactive and Psychosocial Theory of Creativity with emphasis on the Creative Didactic Process - PDC and the Personal Enviroment Learning - PLE, in order to transform, give coherence and consistency to the creative didactic processes, under the collective construction, where spaces of democracy, autonomy and knowledge networks are generated.
The 21st century school has been permeated by traditional didactics especially in physics, where instruction, transmission and homogenization relegate the possibility of developing creative processes, wasting in many cases the individual and subjective potentialities of human diversity, in which the teacher , transmitter of information, eliminates possibilities of questioning, reflection, dialogue, experimentation, reducing the ability to develop critical thinking in educational actors who are part of a society that requires transcendental changes in a world of uncertainties, pandemics, famines, wars, among others. For this reason, the generation of a creative didactics for physics is necessary, which considers the subjectivities of the students, their own interests in a network ecology, helping to create a climate of change, of transformation of educational actors. The objective of the research seeks to build creative didactics related to ICT from collective action, which promotes the transformation of the teaching and learning process of physics in secondary education. In this sense, the research is directed from the vision of Elliot (1994) from the Educational Action Research (I.A.E) under the socio-critical paradigm, promoting the participation and collective action of the educational community; Conceptually, the research is based on the Interactive and Psychosocial Theory of Creativity with emphasis on the Creative Didactic Process - PDC and the Personal Enviroment Learning - PLE, in order to transform, give coherence and consistency to the creative didactic processes, under the collective construction, where spaces of democracy, autonomy and knowledge networks are generated.
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Didáctica, Física, TIC, Creatividad, Didactics, Physics, ICT, Creativity