Virtual experimentation in the training of physics teachers

Abstract

The initial training of physics teachers requires the development of digital competences that enable them to integrate Information and Communication Technologies (ICT) into their future teaching practice. In this context, virtual experimental activities (VEA) constitute a didactic resource with high formative potential, although their use in undergraduate training has been limited. This article aims to analyze the potential of VEA for the development of formation process at future physics teachers, based on the experience of the Enrique José Varona University of Pedagogical Sciences. A mixed, descriptive-explanatory methodology was used, including documentary analysis of study plans and subject programs, as well as the systematization of formative experiences with interactive simulations. The results indicate that the systematic inclusion of VEA in the Basic Physics discipline favors the development of skills for experimental design, data processing and phenomenon modeling, while enhancing motivation and interest in Physics. It is concluded that training in digital competences and virtual experimentation should be a cross-cutting axis in the teacher training curriculum, and that VEA constitute an effective means to articulate the theoretical and practical knowledge of school Physics.