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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| 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/35999 |
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| Sumario: | 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). |
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