Abstract
In this article the possibility of learning through conceptual change and the best way to achieve this aim, are discussed. This teaching needs to have certain specific features and ensure that the debate in the classroom is focused on the explicit ideas of the students, whose conceptual difficulties must be taken into account with considerable care. To obtain those results, we are to give critical importance to the explanation and justification of ideas, debates must be metacognitive and professors should share discussion in an active and diversified role. One example of this way of teaching is introduced in this article concerning the conceptual change required to pass from classical to relativistic physics.
Highlights
SUMMARY In this article the possibility of learning through conceptual change and the best way to achieve this aim, are discussed. This teaching needs to have certain specific features and ensure that the debate in the classroom is focused on the explicit ideas of the students, whose conceptual difficulties must be taken into account with considerable care
We are to give critical importance to the explanation and justification of ideas, debates must be metacognitive and professors should share discussion in an active and diversified role. One example of this way of teaching is introduced in this article concerning the conceptual change required to pass from classical to relativistic physics
Nueva York: State University of New York Press
Summary
SUMMARY In this article the possibility of learning through conceptual change and the best way to achieve this aim, are discussed This teaching needs to have certain specific features and ensure that the debate in the classroom is focused on the explicit ideas of the students, whose conceptual difficulties must be taken into account with considerable care. Uno de ellos es la citada influencia de los conocimientos previos –en ocasiones juzgados como un obstáculo a superar y en otras contemplados como la oportunidad de base para un nuevo aprendizaje– junto al papel del profesor y las correspondientes controversias sobre la amplitud del control que éste ha de ejercer sobre el aprendizaje de los alumnos. A continuación se aplicarán tales apreciaciones a un ejemplo referido al cambio conceptual implicado en la transición desde el pensamiento físico clásico al de la relatividad einsteniana, por lo cual, más que orientarse a la mera aplicación de un marco didáctico determinado (el constructivista), el presente trabajo debe entenderse como la contractación de su utilidad en el caso concreto de la enseñanza de temas sobre relatividad
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