El portafolio docente como recurso didáctico para la enseñanza de la Física en el segundo de bachillerato general unificado

Abstract

The objective of this study is to propose a teaching portfolio as a didactic resource to contribute to the teaching process in the subject of Physics in the second year of the unified general high school of the César Dávila Andrade educational unit. To achieve this proposal, the following steps were followed: First, the authors research and analyze bibliographic information for the development of the portfolio, in addition this research is supported by the works of Chávez (2017), Muñoz and Soto (2019), Marinho et al. (2021), Vega and Appelgren (2019) who affirm the validity of the use of the portfolio within the teaching-learning process. Then, the use of didactic resources in the teaching of the thematic unit Forces in Nature is diagnosed in order to develop an innovative didactic resource. This began with data collection through in-depth interviews with the teacher, participant observation collected in the field diaries and observation sheets that allowed for an analysis of the initial diagnosis. A field research methodology is followed, comprising six stages: team planning, defining the audience, data collection methodology, field visit, data analysis and report of results. Finally, the authors designed the teaching portfolio in the free software LaTeX, in the topics gravitational interaction and electrostatic interaction.