The Effectiveness of a Laboratory When Guided by the MATLaF Learning Model for the Conceptual Development of Experimental Tasks

Abstract

In laboratory work that was carried out according to the dynamic model of learning MATLaF, which is based on Vergnaud’s conceptual fields theory, conceptual development in a field experiment was evaluated. The study was carried out with physics student teachers in a university laboratory course (Venezuela). The results showed a satisfactory change in the operative invariants related to tasks that are typical of experimental scientifc work, both for their approach to the scientifc ideas as well as their quantity and relationships.