Aproximación a los problemas de aprendizaje de la estructura y formación del suelo en el alumnado de 12 a 17 años

Abstract

In a longitudinal study, carried out with 12-17 year old students, to know learning obstacles and their evolution through schooling years, on the scientific concept of soil, we have found important data of learning problems on these topics, showing the established inefficiency of transmission of scientific knowledge to conceptual change. Lastly, we point out some implications for the teaching and significative learning of these concepts.