La generación autónoma de "conflictos cognoscitivos" para favorecer cambios de paradigmas en el aprendizaje de la física
Researches agree to show that students have their owli conceptual, not instructional schemata, that they use to interpret reality. The learning of Physics would then consist sf producing conceptual changes from spontaneous to scientific paradigms. In this work it is outstanding that the learning wil...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 1991 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | español |
| OAI Identifier: | oai:ddd.uab.cat:23594 |
| Acceso en línea: | https://ddd.uab.cat/record/23594 https://dx.doi.org/urn:doi:10.5565/rev/ensciencias.4724 |
| Access Level: | acceso abierto |
| Palabra clave: | Aprenentatge significatiu autònom Teoria piagetiana Hipòtesis Aprenentatge de la física |
| Sumario: | Researches agree to show that students have their owli conceptual, not instructional schemata, that they use to interpret reality. The learning of Physics would then consist sf producing conceptual changes from spontaneous to scientific paradigms. In this work it is outstanding that the learning will be significant not only when such a change is achieved, but fundamentally when it develops in the students strategies and skills that allow them modify the interpretative schemata in un autonomous way whenever the situation requires so. Starting from these ideas we dig into the characteristics of a learning mode significant and operative autonomous and self-generated, and we propose didactic strategies that could favour autonomy in learning. |
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