Uso y creación de simulaciones en la formación del profesorado: Unidad didáctica sobre el movimiento oscilatorio armónico

Abstract

In this article we present a didactic experience on the subject of harmonic oscillatory movement, carried out with a small number of students who are future physics teachers. A teaching sequence is proposed which links experiments, simulations and simulations carried out by the students. The teaching sequence is complemented by a proposal for follow up and evaluation that is coherent with the teaching-learning model we want these future teachers to experience. This model stimulates permanent reflection on the part of the students on their own learning. We describe the results mainly in a qualitative way, with some quantitative results included by way of reference. The results show that conceptual, procedural and attitudinal aspects evolve in a positive way. Worthy of special note is the development and identification of the metacognitive processes involved.