Disonancias pedagógicas en la resolución de problemas de física: una propuesta para su superación de raíz vygotskiana

Resumen

Based on Vygotsky’s thinking, this paper aims at analysing the number of difficulties students usually experience when trying to cope with problem solving in physics. Both cognitive and metacognitive considerations and affective ones are explored. Some empirical evidence (both quantitative and qualitative), taken from a broad metacognitively oriented field study, is taken into account. The empirical part of this study was carried out in the field of physics, at two Portuguese high schools (tenth grade students), being supported by an experimental versus control design. The analysis of data seems to indicate significantly higher progress for the experimental pupils as compared with their control peers. Our claim that a metacognitively oriented approach might be a suitable means to overcome some of the pedagogical dissonances that typically affect problem solving in physics seems to have acquired considerable support.