La generación autónoma de "conflictos cognoscitivos" para favorecer cambios de paradigmas en el aprendizaje de la física
Colombo de cudmani, L.
Salinas de Sandoval, J.

Data: 1991
Resum: 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.
Drets: Article de fons Creative Commons
Llengua: Castellà.
Document: article ; recerca ; publishedVersion
Matèria: Aprenentatge significatiu autònom ; Teoria piagetiana ; Hipòtesis ; Aprenentatge de la física
Publicat a: Enseñanza de las Ciencias, V. 9 n. 3 (1991) p. 237-242, ISSN 0212-4521

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