Analysis of the Educative Reform for Secondary School in Mexico and its implications on Science II subject for the new curriculum

TL;DR

This paper examines the impact of Mexico's secondary education reform on Science II teaching, analyzing authority-educator differences and proposing active learning didactic sequences for physical concepts.

Contribution

It provides an analysis of curriculum changes and introduces active learning strategies for teaching physics in the new secondary school curriculum.

Findings

Identifies conflicts between authorities and teachers over curriculum implementation.

Proposes didactic sequences to improve physics education.

Highlights challenges faced by teachers adapting to curriculum reforms.

Abstract

In Mexico, the educative reform that has been taking effect gradually in the secondary school education from 2005, has eliminated some subjects and created other that they concentrate in a single degree of studies the themes of the basic education, waking up changes that represent a challenge for teachers, who besides are adapted to new academic loads, they face an approach different in the treatment from the new themes. Beyond the conflicts that all reform can generate, the present paper is not a political or social analysis, but it approaches some differences between authorities of Secretaria de Educacion Publica (Public Education Secretary) and teachers, studying the implications of the new curriculum of Sciences II (Physics). Additionally, it is considers the design of didactic sequences to teach some physical concepts in the secondary school by active learning.