Open educational resources, cultural artifacts, conception’s physics teachers for engineering analysis of two case studies

Abstract

The research attempts to answer questions such as: What are the concepts of physics teachers who work in the engineering faculty on the use of Open Educational Resources (OER)? This article focuses on revealing the conceptions of physics teachers working in the engineering faculty in relation to OER. Methodologically the project has a qualitative and a quantitative component; This article is the result of a qualitative and interpretive phase from extensive interviews with active teachers, who run courses in physics in engineering careers in higher education institutions public or private; interviews were conducted from elicitadoras situations that emerge from the categories that emerged from the literature review (cultural artifact, Learning environment, social-scientific, technical and technological). The interpretation of the interviews suggests that there conceptions of laboratory reality and its relationship with models, they do consider that this reality may be far from the models when experiments are discussed through simulations (which can be misleading). Conclusions point out that mathematics is the most important in the construction and reconstruction of physical models, although not unanimously mediation; infers that can be incorporated as complementary elements OER mediation possible a spectrum of educational options in teaching physics.

Keywords

• Ciencias y tecnología
• enseñanza de la ciencia
• profesión docente