La reconstrucción de la lección: un estímulo para el aprendizaje de las ciencias en Educación Básica

Abstract

The research reported below is an attempt to measure the value of «lesson reconstruction» as a didactic stimulus. More than one hundred students, belonging to three classes of the seventh year of Basic Education, participated in this study. The subject matter was Natural Sciences and, more specifically, Physics. The treatments of the two experimental groups were two different types of «lesson reconstruction», one of them based on the questioning by the teacher, and the other based on questionnaires applied to small groups of students. The third group of students was the control group. The results, reported for individuals and groups, show that these treatments can be effective after an accommodation period, more significantly in the treatment based on questionnaires.