Educational fission: From nuclear physics to the pedagogical process

Abstract

The purpose of this intellectual production is to carry out a theoretical review on “fission and education”; to then address the concept of (educational fission), this allows you to contextualize your understanding of educational processes, offering a new theoretical construct applicable to real situations within the pedagogical task in order to perfect the selection of personnel, decision making and equally predict positive and/or negative events. Likewise, it is a work framed in the positivist episteme, descriptive in nature and with a non-experimental design. With a census sample of twenty (20) individuals, surveyed through a Likert-type questionnaire. The study is based on the theories of Genini and Martin (2017), García and Criado (2010), Buitrago and Mantilla (2017), Hernández, Fernández and Baptista (2010), among others. Those who offered information which allowed us to epistemologically and scientifically cement what theorized by the author. The study concludes the possibility of adapting the fission phenomenon rationally to the teaching field; providing useful tools such as analysis patterns in the development of educational work.