Transformando la enseñanza de la física en la educación superior

In Higher Education, the development of thinking during the teaching-learning process of Physics is essential for the construction of scientific knowledge. However, deficiencies persist in conceptual formation, affecting students' ability to operate with the fundamental principles of the discipline. This research proposes a Methodological Alternative aimed at improving the process of physical concept formation in students of the Bachelor's Degree in Education, specializing in Physics, at the University of Holguín. Through an experimental design, various methods were applied, including critical analysis of sources, hermeneutic and ethnographic approaches, scientific participant observation, in-depth interviews, semi-standardized surveys, pre-experiments, and descriptive statistics. The results demonstrate an improvement in students' conceptual appropriation, reflected in an increase in their ability to solve physics problems by applying acquired concepts. Additionally, the importance of continuing to explore didactic strategies that enhance Physics education in Higher Education is highlighted, aligning with Sustainable Development Goal (SDG) 4: Quality Education.