La formulación de preguntas en el aula de clase : una evidencia de aprendizaje significativo crítico

• Autor(a) principal: López Ríos, Sonia Yaneth
• Data de Publicação: 2014
• Outros Autores: Veit, Eliane Angela, Araujo, Ives Solano
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UFRGS
• Texto Completo: http://hdl.handle.net/10183/100238
• topic: Ensino de física; Modelagem computacional; Diagramas AVM; Teorias de aprendizagem; Physics teaching; Critical meaningful learning; Scientific modeling; Computational modeling; AVM diagram; Enseñanza de la física; Aprendizaje significativo crítico; Modelación científica; Modelación computacional; Diagrama AVM

This paper presents the main results of a study aimed to assess the implementation of a didactic proposal made up of computational modeling activities, using the AVM diagram – an adaptation of Gowin’s V to computational modeling-, and its impact on empowering students to formulate questions in physics class. The investigation was carried out with a group of seven students of physics from the Universidad de Antioquia, Colombia. The study is theoretically grounded in the principles of Moreira’s Critical Meaningful Learning Theory -based on Postman and Weingartner’s ideas of teaching as a subversive activity- and also in computational modeling using the AVM diagram. The main results reveal that the implementation of the didactic proposal had a positive impact in the development of students’ ability to formulate questions about Newtonian dynamics as a field of knowledge.