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...
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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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I10-R316-article-351822023-09-12T17:01:49Z The discourse-theory-experiment triad for the conceptual learning of physics teacher students La triada discurso-teoría-experimento para el aprendizaje conceptual de los estudiantes del profesorado de física Buitrago Volcán, Carlos Saúl Zuñeda, Maite Andrés Modeller structure of discourse Theory Experiment Conceptual development Estructura modeladora del discurso Teoría Experimento Desarrollo conceptual Aprendizaje significativo crítico Física Meaningful critical learning Physics 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 Se reporta la implementación de una propuesta de estructura modeladora del discurso orientadora del proceso didáctico para elaprendizaje conceptual de la física, centrada en situaciones problematizadas escolares de física concebidas desde la teoría de camposconceptuales y el aprendizaje significativo crítico y relacionadas con los conceptos teóricos/experimentales asociados al movimientode una partícula en una y dos dimensiones y su posible clasificación. Las actividades didácticas ensayadas plantean la integración deldiscurso, la teoría y el experimento en una triada indisoluble. La implementación se llevó a cabo en un proceso de investigación accióncon estudiantes universitarios para docencia en física. Del discurso de los estudiantes y sus respuestas a situaciones problema presentadasdurante el proceso de enseñanza, se recabó información considerada como potenciales evidencias de su aprendizaje y desarrolloconceptual. Como resultado se puede referir que, ante las situaciones, los estudiantes dieron cuenta de nuevos y adecuados elementosdel discurso y una variedad de conceptos cercanos a lo científico, consistentes con las situaciones propuestas, en un grado de aceptaciónfavorable. Asociación de Profesores de Física de la Argentina 2021-11-05 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35182 10.55767/2451.6007.v33.n2.35182 Journal of Physics Teaching; Vol. 33 No. 2 (2021): July - December; 105-114 Revista de Enseñanza de la Física; Vol. 33 Núm. 2 (2021): Julio - Diciembre; 105-114 Revista de Enseñanza de la Física; v. 33 n. 2 (2021): Julho - Dezembro; 105-114 2250-6101 0326-7091 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35182/35323 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35182/35324 Derechos de autor 2021 Carlos Saúl Buitrago Volcán, Maite Andrés Zuñeda http://creativecommons.org/licenses/by-nc-nd/4.0 |
| institution |
Universidad Nacional de Córdoba |
| institution_str |
I-10 |
| repository_str |
R-316 |
| container_title_str |
Revista de Enseñanza de la Física |
| language |
Español |
| format |
Artículo revista |
| topic |
Modeller structure of discourse Theory Experiment Conceptual development Estructura modeladora del discurso Teoría Experimento Desarrollo conceptual Aprendizaje significativo crítico Física Meaningful critical learning Physics |
| spellingShingle |
Modeller structure of discourse Theory Experiment Conceptual development Estructura modeladora del discurso Teoría Experimento Desarrollo conceptual Aprendizaje significativo crítico Física Meaningful critical learning Physics Buitrago Volcán, Carlos Saúl Zuñeda, Maite Andrés The discourse-theory-experiment triad for the conceptual learning of physics teacher students |
| topic_facet |
Modeller structure of discourse Theory Experiment Conceptual development Estructura modeladora del discurso Teoría Experimento Desarrollo conceptual Aprendizaje significativo crítico Física Meaningful critical learning Physics |
| author |
Buitrago Volcán, Carlos Saúl Zuñeda, Maite Andrés |
| author_facet |
Buitrago Volcán, Carlos Saúl Zuñeda, Maite Andrés |
| author_sort |
Buitrago Volcán, Carlos Saúl |
| title |
The discourse-theory-experiment triad for the conceptual learning of physics teacher students |
| title_short |
The discourse-theory-experiment triad for the conceptual learning of physics teacher students |
| title_full |
The discourse-theory-experiment triad for the conceptual learning of physics teacher students |
| title_fullStr |
The discourse-theory-experiment triad for the conceptual learning of physics teacher students |
| title_full_unstemmed |
The discourse-theory-experiment triad for the conceptual learning of physics teacher students |
| title_sort |
discourse-theory-experiment triad for the conceptual learning of physics teacher students |
| description |
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 |
| publisher |
Asociación de Profesores de Física de la Argentina |
| publishDate |
2021 |
| url |
https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35182 |
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