El aprendizaje del concepto de campo en físicaconceptualización, progresividad y dominio

Abstract

This work reports the research results concerning the learning of the field concept in Physics at the level of university students, in the framework of the Theory of conceptual fields. The evidence of low levels of learning, leads us to the need of knowing the conceptual field of the concept and its relation with the cognitive structure, by means of a new methodology approach to investigate these relations. The results of five studies confirm the use of symbolic representations and partially clearly stated meanings, which characterize the schemes that the students use in situations and problems. The initial conceptualization is characterized by the use of schemes of the concepts of function and vectorial algebra without fitting them to schemes that represent the concept of field. At the conclusion of the course, a reduced number of schemes is showed to face situations according to the curriculum, with levels of conceptualization of partial meaning of the concept. These results allow describing the guideline of conceptual progressivity.