Estrategia CMID adaptada a la virtualidad para estudiar el equilibrio térmico en formación inicial docente

Abstract

The use of the Interactive Lecture Demonstrations strategy adapted to virtual session to a fifth-year student teachers’ class is described. The results are analyzed under the approach oriented to the student teachers' level of understanding of the concept of thermal equilibrium and to their pedagogical knowledge. At the beginning, 83% of the students had inadequate previous ideas about how the temperature of two objects in thermal contact, both with different mass and different initial temperatures, change over time. After applying the strategy, Hake's factor was determined to know the learning gain. Its value was 0,429, which is considered a medium gain. The student teachers’ exit ticket showed the high valuation given by them to the ILD strategy. Student teachers highlighted the importance of social learning and the process of their own physics concept reconstruction through a metacognition exercise.