El trabajo de laboratorio en cursos de física desde la teoría de campos conceptuales

• Autor(a) principal: Andrés Z., María Maite
• Data de Publicação: 2006
• Outros Autores: Pesa, Marta Azucena, Moreira, Marco Antonio
• Tipo de documento: Artigo
• Idioma: spa
• Título da fonte: Repositório Institucional da UFRGS
• Texto Completo: http://hdl.handle.net/10183/107073
• topic: Ensino de ciências; Esquemas conceituais; Concepts-in-action; Theorems-in-action; Laboratory work; Learning in physics laboratory; Conceptos-en-acción; Teoremas-en-acción; Trabajo de laboratorio; Aprendizaje en el laboratorio de física

This paper looks at laboratory work addressed to science problem solving which implies approaching problematic situations by means of tasks and subtasks typical of the scientific investigation. The learning process during the development of these tasks is analyzed from the perspective of the conceptual fields theory, proposed by Gérard Vergnaud. This theory considers knowledge and knowing how to do as two indivisible aspects of conceptual development, and allows the analysis of the relationship between explicit knowledge and implicit conceptions using students’ actions in specific situations. Cognitive development as conceived in the framework of conceptual fields is made up of sets of situations, concepts and action rules, and symbolic representations, and focuses on assimilation schemes and accomodation of the subjects’ action schemes. A model (MATLaF) is presented, discussed and elaborated to understand the cognitive process in the laboratory work.