Universal Journal of Educational Research Vol. 4(3), pp. 483 - 489
DOI: 10.13189/ujer.2016.040303
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Differences between Social Science Teachers and Physics Teachers about Beliefs of Competences Model in Mexico


Mario H. Ramírez Díaz 1,*, Luís Antonio García Trujillo 2, David A. Chávez-Campos 2
1 Graduate Department of Physical Education, Applied Research Center for Advanced Science and Technology, National Polytechnic Institute, Mexico
2 Faculty of Physical and Mathematical Sciences, Autonomous University of Coahuila, Mexico

ABSTRACT

This paper shows the results of a diagnostic research that evaluates the perception of teaching competencies by physics teachers, in universities and high schools that have experienced curricular change of the mode of competences-based education (EBC). The research was conducted in both physics teachers in high school and college level nationally and compared with the results obtained with social science teachers in the state of Tabasco. The main purpose is to account for the way in which teachers accept, resist, or refuse to change their teaching model as a result of the changes experienced by traditional curriculum to competences-based model, whose main features are that the contents are linked to the productive and social sector; subjects are supported with the use of ICT; to students to acquire skills, and attitudes on the use and transfer of knowledge and thus learning to learn. The results from both disciplines teachers show some common aspects, however, there are also important differences in the appreciation from both groups over the success of this model.

KEYWORDS
Competences Model, Physics Education, Curriculum Design

Cite this paper
Mario H. Ramírez Díaz , Luís Antonio García Trujillo , David A. Chávez-Campos . "Differences between Social Science Teachers and Physics Teachers about Beliefs of Competences Model in Mexico." Universal Journal of Educational Research 4.3 (2016) 483 - 489. doi: 10.13189/ujer.2016.040303.