The discourse-theory-experiment triad for the conceptual learning of physics teacher students
The research reports the implementation of a proposal for a modeling structure of the discourse orienting the didactic process for theconceptual learning of physics, focused on problematic school situations of physics conceived from the theory of conceptual fields andcritical meaningful learning, an...
Guardado en:
| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Asociación de Profesores de Física de la Argentina
2021
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35182 |
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| Sumario: | The research reports the implementation of a proposal for a modeling structure of the discourse orienting the didactic process for theconceptual learning of physics, focused on problematic school situations of physics conceived from the theory of conceptual fields andcritical meaningful learning, and related to the theoretical / experimental concepts associated with the motion of a particle in one andtwo dimensions, and its possible classification. the rehearsed didactic activities propose the integration of discourse, theory and experimentin an indissoluble triad. The implementation was carried out in an action research process with university students for teachingin physics. from the discourse of the students and their responses to problem situations presented during the teaching process,information was collected considered as potential evidence of their learning and conceptual development. as a result, it can be saidthat before the situations, the students gave an account of new and adequate elements of the discourse and a variety of conceptsclose to the scientific, consistent with the proposed situations, in a favorable degree of acceptance |
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