Didactic model of the dynamics of motivation for learning Physics

Abstract

This paper addresses the proposal of a didactic model of the dynamics of the motivation for learning of physics, which is based on the theoretical systematization of communicative interdisciplinarity as conception of Barrera (2003) and pedagogical professional pre approach Despaigne (2012) for teachers in training career mathematically Physics. The same is rooted in systemic-structural method. This educational model will be implemented in practice through a strategy of the same nature for motivation for learning physics with what can contribute to the solution of the dialectical contradiction between what is understood, cognitive self-reflection of teachers in training and given the experiences and feelings related to what you learn, invigorated by the method of disclosure teaching of science