Diseño del trabajo de laboratorio con bases epistemológicas y cognitivascaso carrera de profesorado de física
- Andrés Zuñeda, María Maite
- Marta Azucena Pesa Director
- Jesús Ángel Meneses Villagrá Director
Defence university: Universidad de Burgos
Fecha de defensa: 14 September 2005
- Marco Antonio Moreira Chair
- Fernando Lara Ortega Secretary
- Vicente Sanjosé Committee member
- Angela Calvo Redondo Committee member
- Jesús Mariano Merino de la Fuente Committee member
Type: Thesis
Abstract
This laboratory work (LW) in physics teaching begin with a problem-situation, that is conceived as a combination of sub-tasks of the scientific experimental activity (subproblems), demanding interrelated conceptualizations of the methodological and theoretical domains, associated with the situation. The complexity of the learning is interpreted with a model (MATLaF) constructed with a base in the Theory of Conceptual Fields (Vergnaud, 1990) and the science epistemology (no standard). The viability and effectiveness of the model was studied with a university laboratory course, with students to become physics teachers (Venezuela), by means of a qualitative study. At the beginning, a conception of science next to the standard notion predominated, and the experimental actions showed a disconnection between the theoretical and methodological domains, with emphasis in routines. The test was guided and evaluated with the MATLaF model; this favoured the conceptual development in the theoretical-epistemologic-methodologic domain of integral way, for most of the students.