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.