Design didactic sequences for secondary physics concepts through active learning, taking advantage of the reform's adaptation period to equip teachers with new working strategies¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends seizing the reform's change and adaptation period to sow working strategies in teachers through designed didactic sequences; it states that "El aprendizaje activo de la física tiene hoy una gran oportunidad de desarrollo en México si logramos captar la atención de los docentes y mejorar sus estrategias de trabajo". As a continuation of the critique, the authors report they are designing didactic sequences through diverse strategies, principally active learning of physics, to achieve the reform's expected learnings in Ciencias II.

Design Implications¶

Context¶

Requirements¶

• Didactic sequences must be congruent with the SEP's expected learnings and planning formats
• Teacher disposition and commitment, plus collaborative interdisciplinary work and use of TIC

Constraints¶

• The article notes the reform's success depends on a change of teacher attitude and on abolishing lack of teacher preparation

Target Learners¶

• secondary school physics teachers in Mexico
• students aged 12-15 in second grade of secondary school

Target Learning Goals¶

• teaching physical concepts such as movement and force in secondary school

Related Strategies¶

Examples¶

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Key Sources¶

• Alfonso Cuervo, César Mora y R. García-Salcedo. (2008). Analysis of the Educative Reform in the Secondary School Education in Mexico and its implications in Science II in the new curriculum. http://www.journal.lapen.org.mx