Desarrollar conceptos de física a través del trabajo experimental : evaluación de auxiliares didácticos

Abstract

Conceptual learning through experimental work is an issue open to both didactic research and practical teaching. Studies on the nature of Physics learning show that it is not only possible, but also desirable to foster conceptual development through experimental work, the latter being inserted in the curriculum. Within this paper we assess the relevance of didactic assisting elements to foster conceptual development through experimental work and its use by teachers. The context used is the implementation in the classroom of experimental activities in the fields of Mechanics and Acoustics. These didactic assistants allow to clarify the entities and conceptual structures involved in every experimental activity. Teachers acknowledge the utmost importance of such a didactic resource, and the results in learning show that they result in non-elementary competence when using the concepts involved in the experimental work.