Guía didáctica basada en el Diseño Universal para el Aprendizaje para el proceso de enseñanza - aprendizaje de la asignatura de Física en el primer año de bachillerato.

Abstract

The purpose of this project is to propose a didactic guide based on the Universal Design for Learning (DUA), for the physics teaching-learning process. From the search for theoretical foundations, I am based on a social model of inclusive education, from a high school education curriculum with a socio-critical approach that is based on constructivism. The research has an interpretative paradigm under a qualitative approach where the single case method was used, the techniques applied were the survey, direct observation for subsequent triangulation, through which the strategies, methods, resources in the teaching-learning process used by the teacher were identified. On the other hand, the learning styles of the students were identified through Test-VARK. The results obtained show that there is a deficiency in the teaching-learning process due to the fact that physics classes are traditional. In order to design the guide based on the SAD to improve the learning of physics and to attend to the diversity in the classroom, to design the activities and evaluations. The conclusions showed the need to improve the physics teaching-learning processes through the application of different methods, strategies for learning assessment and management of the classroom environment that provides multiple options for representation, action-expression and involvement for the construction of learning.