Actions for the cultivate of a Virtual Community of Practice of Physics teachers: analysis of the processes of Legitimate Peripheral Participation through a virtual course on Open Educational Resources for the teaching of Physics
DOI:
https://doi.org/10.17533/udea.unipluri.20.1.08Keywords:
virtual community of practice, physics pre-service teachers, open educational resourcesAbstract
Literature highlights the existence of a significant gap between educational research and teaching practices. On the other hand, there are studies on Community of Practice (CoP) made up of pre-service teachers and in early career, researchers, and teachers of Basic Education. They show good results to transform the teaching practices of sciences in the School, contributing in turn, in reducing this gap. How to cultivate these Communities of Practice? In this paper the results of an empirical exploratory study are presented. It was carried out during the design and implementation of a virtual extension course on Open Educational Resources (OER) for the teaching of Physics offered by a Brazilian university. The course integrated the seven principles by Wenger and collaborators for the cultivation of CoP, with the aim of generating a set of initial actions for the process of making up a virtual CoP for Physics teachers. In total, 40 students from the last semesters of degree programs in Physics and Mathematics from four higher-level institutions (two Colombian and two Brazilian), two tutors, two tenured professors and three collaborating professors from the invited institutions participated. A mixed analysis of asynchronous communications via chat was carried out to explore processes of Legitimate Peripheral Participation (LPP) and the construction of the learning trajectory of the participants. It concludes that the virtual course fostered continuous interaction between the different participants, contributing to the formation of a network of interests, made up of nine former course participants; who voluntarily joined the development of a new project focused on the use of OER for the teaching of Physics, shaping a potential coordinating team (core) for the community.
Downloads
References
Akerson, V. L., Donnelly, L. A., Riggs, M. L., y Eastwood, J. L. (2012). Developing a Community of Practice to Support Preservice Elementary Teachers’ Nature of Science Instruction. International Journal of Science Education, 34(9), 1371–1392. doi:10.1080/09500693.2011.639100
Amado, M., Salazar, D., Percheron, F., Aroca, N., Vera, E., y Arcos, F. (2018, 25-28 de septiembre). Curso virtual sobre Recursos Educativos Abiertos para la Enseñanza de la Física: una experiencia colaborativa entre licenciados en Física [ponencia]. Semana de la Enseñanza de la Física, Bogotá, Colombia.
Arguedas-Matarrita, C., Concari, S. B., y Marchisio, S. T. (2017). Una revisión sobre desarrollo y uso de Laboratorios Virtuales y Laboratorios Remotos en la Enseñanza de la Física en Latinoamérica. I Simpósio Ibero- Americano de Tecnologias Educacionais-SITED 2017, May, 177–190.
Broekkamp, H., y van Hout-Wolters, B. (2007). The gap between educational research and practice: A literature review, symposium, and questionnaire. Educational Research and Evaluation, 13(3), 203–220. doi:10.1080/13803610701626127
Cabrera, J. M., y Sánchez, I. I. (2016). Laboratorios virtuales de física mediante el uso de herramientas disponibles en la Web. Memorias de Congresos UTP, 1(1), 49–55. http://revistas.utp.ac.pa/index.php/memoutp/article/view/1296/html
Chiappe, A., y Adame, S. I. (2018). Open Educational Practices: a learning way beyond free access knowledge. Ensaio: Avaliação e Políticas Públicas Em Educação, 26(98), 213–230. doi:10.1590/s0104-40362018002601320
Contreras, J. (2012). A autonomia de professores (2da edição). São Paulo, Brasil: Cortez.
De Vries, B., y Pieters, J. M. (2007). Bridging the gap between research and practice: Exploring the role of knowledge communities in educational change. European educational research journal, 6(4),382-392. Recuperado de https://research.utwente.nl/en/publications/bridging-the-gap-between-research-and-practice-exploring-the-role
El-Hani, C., y Greca, I. (2011). Participação em uma comunidade virtual de prática desenhada como meio de diminuir a lacuna pesquisa-prática na educação em biologia. Ciência & Educação (Bauru), 17(3), 579–601. doi:10.1590/s1516-73132011000300005
Eylon, B. S., y Bagno, E. (2006). Research-design model for professional development of teachers: Designing lessons with physics education research. Physical Review Special Topics - Physics Education Research, 2(2). doi:10.1103/PhysRevSTPER.2.020106
Falk, J., Lochhead, J., Jacobs, G., Mooney, B., y Drayton, B. (1999). TEECH lessons learned: Strategies for facilitating communication in teacher enhancement. Journal of Technology and Teacher Education, 7(4), 271–278. Recuperado de https://www.learntechlib.org/primary/p/8957/.
Fonseca, M., Maidana, N. L., Severino, E., Barros, S., Senhora, G., y Vanin, V. R. (2013). O laboratório virtual: Uma atividade baseada em experimentos para o ensino de mecânica. Revista Brasileira de Ensino de Física, 35(4). doi:10.1590/S1806-11172013000400014
Friedrichsen, P. M., Munford, D., y Orgill, M. (2006). Brokering at the boundary: A prospective science teacher engages students in inquiry. Science Education, 90(3), 522–543. doi:10.1002/sce.20112
Hume, A. C. (2012). Primary connections: Simulating the classroom in initial teacher education. Research in Science Education, 42(3), 551–565. doi:10.1007/s11165-011-9210-0
Kim, M., y Cavas, B. (2013). Legitimate peripheral participation of pre-service science teachers: Collaborative reflections in an online community of practice, Twitter. Science Education International, 24(3), 306–323. Recuperado de http://www.icaseonline.net/sei/september2013/P4.pdf
Lave, J. (1991). Situated Learning in Communities of Practice. En L. Resnick, J. Levine y S. Teasley (Eds.), Perspectives on socially shared cognition (pp. 63–82). Washington, DC: APA.
Lave, J., y Wenger, E. (1991). Situated Learning Legitimate Peripheral Participation. Nueva York, NY: Cambridge University Press.
Lima, N., Viegas, C., y Garcia-Peñalvo, F. (2019). Didactical use of a remote lab: A qualitative reflection of a teacher. ACM International Conference Proceeding Series, 99–108. doi:10.1145/3362789.3362891
López, S., Veit, E. A., y Araujo, I. S. (2016). Una revisión de literatura sobre el uso de modelación y simulación computacional para la enseñanza de la física en la educación básica y media. Revista Brasileira de Ensino de Física, 38(2). doi:10.1590/1806-9126-RBEF-2015-0031
McIntyre, D. (2005). Bridging the gap between research and practice. Cambridge Journal of Education, 35(3), 357–382. doi:10.1080/03057640500319065
Mega, D. F., Souza, D. G., Vera-Rey, E. A., y Veit, E. A. (2020). Comunidades de prática no ensino de ciências : uma revisão da literatura de 1991 a 2018. Revista Brasileira de Ensino de Física, 42. doi:10.1590/1806-9126-RBEF-2019-0264
Oliveira, I. N., Chaves, V. D., Prado, M. Takiya, C. y Lopes, M. S. S. (2016). As Mudanças Ocorridas Nos Programas De Ensino Da Física, Os Laboratórios Didáticos De Física E a Inclusão De Novas Tecnologias No Desenvolvimentodos Experimentos Remotos. Experiências Em Ensino de Ciências, 11(3), 51–68. Recuperado de http://if.ufmt.br/eenci/artigos/Artigo_ID323/v11_n3_a2016.pdf
Pacca, J., y Villani, A. (2018). A formação continuada do professor de Física. Estudos Avançados, 32(94), 57–71. doi:10.1590/s0103-40142018.3294.0005
Pekarek, R., Krockover, G. H., y Shepardson, D. P. (1996). The research/practice gap in science education. Journal of Research in Science Teaching, 33(2), 111–113.
Rogan, J. M., y Anderson, T. R. (2011). Bridging the educational research-teaching practice gap: Curriculum development, part 2: Becoming an agent of change. Biochemistry and Molecular Biology Education, 39(3), 233–241. doi:10.1002/bmb.20509
Roth, T., Appel, J., Schwingel, A., y Rumpler, M. (2019). Learning in virtual physics laboratories assisted by a pedagogical agent. Journal of Physics: Conference Series, 1223(1). doi:10.1088/1742-6596/1223/1/012001
Solbes, J., Fernández-Sánchez, J., Domínguez-Sales, M. C., Cantó, J., y Guisasola, J. (2018). Influencia de la formación y la investigación didáctica del profesorado de ciencias sobre su práctica docente. Enseñanza de las Ciencias, 36(1), 25-44. doi:10.5565/rev/ensciencias.2355
Souza, D. G., Vera-Rey, E. A., Araujo, I. S., y Veit, E. A. (2019). Recursos Educacionais Abertos para o Ensino de Física: um curso de extensão para licenciandos brasileiros e colombianos. Caderno Brasileiro de Ensino de Física, 36(3), 795–817. doi:10.5007/2175-7941.2019v36n3p795
Souza, J., Rezende, F., y Ostermann, F. (2016). Apropriação discursiva de modelos de formação docente em trabalhos de conclusão de um mestrado profissional em ensino de física. Revista Ensaio, 18(2), 171–199. doi:10.1590/1983-21172016180208
UNESCO. (2015). Guía Básica de Recursos educativos Abiertos (REA). París, Francia: Autor.
Vanderlinde, R., y van Braak, J. (2010). The gap between educational research and practice: Views of teachers, school leaders, intermediaries and researchers. British Educational Research Journal, 36(2), 299–316. doi:10.1080/01411920902919257
Villani, A., Barolli, E., Maia, J. de O., Massi, L., Santos, V. F. D., y Nascimento, W. E. (2017). Mestrados Profissionais em Ensino de Ciências: Estrutura, Especificidade, Efetividade e Desenvolvimento Profissional Docente. Investigações em Ensino de Ciências, 22(1), 127. doi:10.22600/1518-8795.ienci2017v22n1p127
Wenger, E. (2001). Comunidades de práctica: aprendizaje, significado e identidad. Barcelona, España: Paidós Ibérica.
Wenger, E., McDermott, R., y Snyder, W. M. (2002). Cultivating communities of practice: a guide to managing knowledge. Boston, MA: Harvard Busines School Press.
Wenger, E., Trayner, B., y de Laat, M. (2011). Promoting and assessing value creation in communities and networks: a conceptual framework. Holanda: Ruud de Moor Centrum.
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 University of Antioquia
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who have publications in this Journal accept the following terms:
- The content of each article is the responsibility of its authors
- The author(s) preserve(s) the moral rights over the article and transfer(s) the patrimonial rights to the University of Antioquia, which can publish it or distribute electronic copies, as well as include it in indexing services, directories or national and international Open Access data bases, under the Creative Commons Attribution License (CC BY-NC-ND).
- The author(s) should sign a declaration of transfer of economic rights to the University of Antioquia, after the acceptance of the manuscript.
- Authors are allowed and advised to disseminate their work through the Internet (eg, institutional telematic archives or their website) before and during the submission process. That can produce interesting exchanges and increase citations of the published work.
- The author(s) has (have) the responsibility to arrange and get the necessary permissions to reproduce any material protected by copyright.
