Connectivism as an Innovative Didactic Experience in Preservice Physics Teacher Education
Abstract
This chapter examines the use of connectivism as a pedagogical approach in preservice physics teacher education through a classroom experience conducted in a Contemporary Physics course at the Universidad Pedagógica y Tecnológica de Colombia (UPTC). The study involved 21 preservice teachers organized into four collaborative groups. Using a qualitative approach, students selected and discussed digital learning resources, interacted through WhatsApp, and prepared collaborative reports connecting contemporary physics concepts with scientific and technological applications. The analysis considered conceptual understanding, argumentation, questioning, critical thinking, relationships among concepts, and the use of digital resources. Students' reports and feedback indicated favorable perceptions of the collaborative activities and provided examples of conceptual connections, evidence-based explanations, and reflection on future teaching practices. The chapter discusses the possibilities of connectivist learning networks for physics teacher education, drawing on the findings of this particular classroom experience.
Versions
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BibTeX
@misc{valderrama2026connectivism,
title = {{Connectivism as an Innovative Didactic Experience in Preservice Physics Teacher Education}},
author = {Daniel Alejandro Valderrama and Karen Alexandra Gutiérrez Amaya},
howpublished = {arXiv},
year = {2026},
month = oct,
doi = {10.48550/arxiv.2610.25620},
eprint = {2610.25620},
archivePrefix = {arXiv},
url = {https://arxiv.org/abs/2610.25620},
note = {CC BY-NC-ND 4.0},
}
RIS
TY - UNPB
TI - Connectivism as an Innovative Didactic Experience in Preservice Physics Teacher Education
AU - Daniel Alejandro Valderrama
AU - Karen Alexandra Gutiérrez Amaya
PY - 2026
DA - 2026/10/19
PB - arXiv
DO - 10.48550/arxiv.2610.25620
UR - https://arxiv.org/abs/2610.25620
AB - This chapter examines the use of connectivism as a pedagogical approach in preservice physics teacher education through a classroom experience conducted in a Contemporary Physics course at the Universidad Pedagógica y Tecnológica de Colombia (UPTC). The study involved 21 preservice teachers organized into four collaborative groups. Using a qualitative approach, students selected and discussed digital learning resources, interacted through WhatsApp, and prepared collaborative reports connecting contemporary physics concepts with scientific and technological applications. The analysis considered conceptual understanding, argumentation, questioning, critical thinking, relationships among concepts, and the use of digital resources. Students' reports and feedback indicated favorable perceptions of the collaborative activities and provided examples of conceptual connections, evidence-based explanations, and reflection on future teaching practices. The chapter discusses the possibilities of connectivist learning networks for physics teacher education, drawing on the findings of this particular classroom experience.
ER -