Maestría en Educación

Estímulos a la lectura con contenido científico en la formación de profesores de física: un estudio de caso

Resumen

Physics teacher training requires strategies that foster an interest in reading scientific content as a foundation for learning, research, and the development of critical thinking. Despite the importance of this practice, challenges persist in motivating future teachers to understand and internalize scientific language, which limits their ability to interpret, communicate, and teach disciplinary knowledge meaningfully. In this context, this research analyzes the factors within teacher training that promote motivation for scientific reading, considering the influence of teaching strategies, reading formats, and the teacher's role as a facilitator of learning. The study is based on the premise that scientific literature is an essential resource for consolidating scientific literacy and fostering an inquiry-based mindset from the initial training stage. It also recognizes that incorporating dynamic, contextualized methodologies can facilitate greater engagement with specialized texts, thereby strengthening conceptual understanding and analytical skills. Consequently, identifying the pedagogical elements that stimulate interest in scientific reading will contribute to improving teaching practices, consolidating research competencies, and fostering the development of teachers capable of promoting a scientific culture that is critical, reflective, and committed to the construction and dissemination of knowledge within the educational sphere

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