Thinking levels model and cognitive learning resources for physics teaching

The present work proposes a thinking level model for teaching physics (TLM+Physics) that defines prior knowledge as learning resources, classified as epistemological resources (such as strongly rooted popular beliefs) and conceptual resources (such as the concepts of the theories of physics). The TL...

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Autor principal: Pérez Rangel, Alejandro
Formato: Artículo revista
Lenguaje:Español
Publicado: Asociación de Profesores de Física de la Argentina 2021
Materias:
Physics teaching
Learning resources
Thinking levels
High school education
Enseñanza de la física
Recursos de aprendizaje
Niveles de pensamiento
Educación media
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35999
Aporte de:
Revista de Enseñanza de la Física de Universidad Nacional de Córdoba
id I10-R316-article-35999
record_format ojs
spelling I10-R316-article-359992023-09-12T16:46:43Z Thinking levels model and cognitive learning resources for physics teaching Modelo de niveles de pensamiento y recursos cognitivos de aprendizaje para la enseñanza de la física Pérez Rangel, Alejandro Physics teaching Learning resources Thinking levels High school education Enseñanza de la física Recursos de aprendizaje Niveles de pensamiento Educación media The present work proposes a thinking level model for teaching physics (TLM+Physics) that defines prior knowledge as learning resources, classified as epistemological resources (such as strongly rooted popular beliefs) and conceptual resources (such as the concepts of the theories of physics). The TLM+Physics defines the levels as notional, conceptual and formal, in terms of the type of resources the student uses and the priority with which he uses them. To illustrate the model, a case study is made with final year high school students, inquiring some ideas about what they know about force concept. The results show that the students are at a notional level, that is, they use their epistemological resources as a priority over their conceptual resources (force con-cept from Newtonian mechanics). The model defines the thinking levels in a general way, which gives it versatility, since it can be applied in physics teaching in secondary or higher education and can even be extended to the field teaching natural sciences in general (TLM+Physics, TLM+Chemistry and TLM+Biology) or math teaching (TLM+Math). El presente trabajo propone un modelo de niveles de pensamiento para la enseñanza de la física (MNP+Física) que define los conocimientos previos como recursos de aprendizaje, clasificados en recursos epistemológicos (como las creencias populares fuertemente arraigadas) y recursos conceptuales (como los conceptos propios de las teorías de la física). El MNP+Física define los niveles como nocional, conceptual y formal, en términos de los tipos de recursos de aprendizaje que el estudiante usa y la prioridad con que los usa. Para ilustrar el modelo se hace un estudio de caso con estudiantes de último año de educación media indagando algunas ideas sobre lo que saben del concepto de fuerza. Los resultados muestran que los estudiantes están en un nivel nocional, es decir, usan sus recursos epistemológicos de manera prioritaria sobre los recursos conceptuales (concepto de fuerza de la mecánica Newtoniana). El modelo define los niveles de pensamiento de manera general, lo que le da versatilidad en la medida que puede ser aplicado en enseñanza de la física en educación media o educación superior e incluso puede exten-derse al campo de la enseñanza de las ciencias naturales en general (MNP+Física, MNP+Química y MNP+Biología) o la enseñan-za de las matemáticas (MNP+Matemáticas). Asociación de Profesores de Física de la Argentina 2021-12-12 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35999 10.55767/2451.6007.v33.n3.35999 Journal of Physics Teaching; Vol. 33 No. 3 (2021): July - December; 115-128 Revista de Enseñanza de la Física; Vol. 33 Núm. 3 (2021): Julio - Diciembre; 115-128 Revista de Enseñanza de la Física; v. 33 n. 3 (2021): Julho - Dezembro; 115-128 2250-6101 0326-7091 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35999/36140 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35999/36141 Derechos de autor 2021 Alejandro Pérez Rangel 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 Physics teaching
Learning resources
Thinking levels
High school education
Enseñanza de la física
Recursos de aprendizaje
Niveles de pensamiento
Educación media
spellingShingle Physics teaching
Learning resources
Thinking levels
High school education
Enseñanza de la física
Recursos de aprendizaje
Niveles de pensamiento
Educación media
Pérez Rangel, Alejandro
Thinking levels model and cognitive learning resources for physics teaching
topic_facet Physics teaching
Learning resources
Thinking levels
High school education
Enseñanza de la física
Recursos de aprendizaje
Niveles de pensamiento
Educación media
author Pérez Rangel, Alejandro
author_facet Pérez Rangel, Alejandro
author_sort Pérez Rangel, Alejandro
title Thinking levels model and cognitive learning resources for physics teaching
title_short Thinking levels model and cognitive learning resources for physics teaching
title_full Thinking levels model and cognitive learning resources for physics teaching
title_fullStr Thinking levels model and cognitive learning resources for physics teaching
title_full_unstemmed Thinking levels model and cognitive learning resources for physics teaching
title_sort thinking levels model and cognitive learning resources for physics teaching
description The present work proposes a thinking level model for teaching physics (TLM+Physics) that defines prior knowledge as learning resources, classified as epistemological resources (such as strongly rooted popular beliefs) and conceptual resources (such as the concepts of the theories of physics). The TLM+Physics defines the levels as notional, conceptual and formal, in terms of the type of resources the student uses and the priority with which he uses them. To illustrate the model, a case study is made with final year high school students, inquiring some ideas about what they know about force concept. The results show that the students are at a notional level, that is, they use their epistemological resources as a priority over their conceptual resources (force con-cept from Newtonian mechanics). The model defines the thinking levels in a general way, which gives it versatility, since it can be applied in physics teaching in secondary or higher education and can even be extended to the field teaching natural sciences in general (TLM+Physics, TLM+Chemistry and TLM+Biology) or math teaching (TLM+Math).
publisher Asociación de Profesores de Física de la Argentina
publishDate 2021
url https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35999
work_keys_str_mv AT perezrangelalejandro thinkinglevelsmodelandcognitivelearningresourcesforphysicsteaching
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first_indexed 2024-09-03T20:40:40Z
last_indexed 2024-09-03T20:40:40Z
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