Esquemas de razonamiento y de acción de estudiantes de ESO en la interpretación de los cambios producidos en un sistema material

Abstract

Starting from the schema theory, an new evaluation strategy has been developed -reasoning schema and action schema- to assess the learning of conceptual and procedural knowledge. We attempt to identify the possible schema (dilation, relation among variables) which some students (12-13 years old) use in their interpretation of some aspects related to their everyday life. In this particular instance, we have concentrated in what happens in a material system when it receives an energy transference with a burner. Finally, we have established certain implications for the teaching of these contents in compulsory secondary education.