||The origin of this work can be traced to investigations that have centred on the students' previous knowledge that conditions their learning process. There are, however, two aspects which must be taken into account: firstly, to know about the students' previous ideas should no be considered as an end in itself but as the starting point towards deliberate intervention and, secondly, when someone uses his knowledge, he does it with conceptual structures and with certain strategies related to them. Our work concentrates on the identification of the students' ideas (both conceptual and procedural) about one of the few areas to which not many contributions have been made: the learning of sound. We attempt to identify the possible schemes the students use in their interpretation of aspects related to their everyday life. Finally, we establish certain implications for the teaching of these contents in compulsory secondary Education.
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||Ensenanza de las Ciencias, V. 17 N. 2 (1999) , p. 193-210, ISSN 0212-4521