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The intensification of internet and digital technologies has promoted access, production, exchange of information, and transformation of existing educational dynamics, giving rise to a research line where various proposals and thoughts were modeled regarding the role these technologies play in schools. Consequently, people became gradually more interested in understanding the effect that multiple digital academic support tools have on academic processes.
As far as science teaching is concerned, the potential this type of tool offers is well known. However, since the first decade of 2000, attention has gravitated around the state of research in this field, shedding light on the need for transcending an exploratory phase of proposals not supported by educational research, and, therefore, a problem of didactic basis (Arias, 2016; Esquembre et al., 2004; Pontes, 1999, 2001, 2005; Pontes, 2001; Sanmartí & Izquierdo, 2001; Ureña, 2016; Vaquero, 1992).
A decade later, the analysis of research on ICT implementation concerning the teaching of the scientific content in Colombia shows a prominent instrumental view of technology (Arias, 2016), in the sense that a high number of published teaching proposals lack articulation with the real challenges this field faces (Hodson, 2003; 2010), especially when it comes to the necessary promotion of strategies that favor the understanding of science's nature and the knowledge students can build with the use of resources in their classroom.
It might mean that there is a gap between the rate of technology implementation in the academic field and the research contributing to science learning. Additionally, it implies a need to establish a dialogue between the potentialities of this type of technology and the theoretical foundations (didactic, pedagogical, epistemological) that sustain them.
Therefore, it seems necessary a research project that aims at building a teaching model to guide proposal design for ICT implementation that attends current science education purposes. The scope of the study allows for a description of the model's characteristics and its contribution to the creation of proposals for the implementation of Digital Information and Communication Technologies (DICT) in the teaching of Physics.
Therefore, it uses Design-Based Research (DBR) as a methodological perspective. For Barab & Squire (2004) this type of research allows developing innovations in educational contexts, improve practice, processes, or contribute to the construction of theory on a particular issue. All this from a systematic and iterative process, whose starting point is the identification of significant, real problems, feasible to address from the didactic intervention; as well as the systematic review of literature, which allows a contextual understanding of the problem in a field of research, in this case science didactics.
The theoretical foundation principle stands out in this regard. It starts from a systematic review of literature as an anchor for developing proto designs and as a guide for their analysis and permanent qualification.
Accordingly, it is based on a systematic review from 2004 to 2020 and was contextually delimited in Latin America. Four categories were defined to narrow down the research field to establish a diagnosis of the state of research per se, a broad understanding of the didactic model concept.
Education and Science Teaching journals were selected as primary information sources, indexed in the Scopus database, and reported through the SCImago Journal & Country Rank portal in their 2017 report and their update in 2019, as well as some exceptions to magazines, which are not part of the international indexes. Still, they have a track record and significant recognition among teachers and researchers in the context as mentioned earlier.
The database provides a list of 108 journals, of which 67 were selected, excluding those that belonged to fields apart from Education, Science Education and Education with technology. To these are added seven magazines included as exceptions.