Modos espontáneos de razonar: un análisis de su incidencia sobre el aprendizaje del conocimiento físico a nivel universitario básico

Abstract

The acquisition of knowledge in different domains may share certain general ways of reasoning; but besides this, each specific domain may require specific ways of reasoning.

In this paper we identify and we characterize four manifestations of spontaneous ways of reasoning, and we analize up to what extent they act as obstacles fora meaningful learning of scientific knowledge about simple electric circuits. Finally, we suggest some general ways in which our results may be taken into account into order to improve basic physics teaching at the universities.