Innovación pedagógica en la formación de profesores de ciencias: Integrando FizziQ para desarrollar TPACK-21
DOI:
https://doi.org/10.46502/issn.1856-7576/2026.20.02.14Palabras clave:
Aplicación móvil, FizziQ, formación inicial del profesorado de ciencias, tecnología educativa, TPACK-21Resumen
Este estudio analiza cómo la integración de la aplicación móvil FizziQ en los procesos de planificación de clases influye en el desarrollo de las competencias TPACK-21 de los futuros docentes de ciencias. Para ello, se adoptó un enfoque de métodos mixtos, combinando un diseño de grupo único con pretest y postest con datos cualitativos obtenidos mediante entrevistas y un grupo focal. Los participantes fueron 46 futuros docentes de ciencias matriculados en un programa de educación científica en una universidad pública de Türkiye. Tras una evaluación inicial, se presentó a los participantes el modelo instruccional 5E y la aplicación FizziQ; posteriormente, diseñaron e implementaron planes de clase apoyados en tecnologías móviles. Los resultados muestran un aumento claro en las puntuaciones TPACK-21 después del trabajo con FizziQ. Además, los datos cualitativos sugieren que el uso de FizziQ favoreció enfoques de enseñanza más orientados a la indagación y centrados en el estudiante, aunque también puso de manifiesto ciertos desafíos relacionados con la usabilidad y la alineación curricular. En conjunto, estos resultados indican que herramientas de aprendizaje basadas en teléfonos inteligentes, como FizziQ, pueden apoyar el desarrollo de competencias tecnológicas y pedagógicas integradas en la formación inicial del profesorado de ciencias, especialmente cuando se incorporan dentro de marcos instruccionales estructurados.
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Derechos de autor 2026 Serhat Çoban, Mustafa Ergun
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
