Preconcepciones sobre el calor en 2º de BUP

Abstract

There are some ill ways of designating concepts and processes, in both the textbooks and the language we, teachers of Physics and Chemistry, commonly use in our lessons. This is an obstacle to attain our aims. Furthermore, we do not usually take into account in our educational practice, the alternative frameworks our students have, which makes our «teaching productivity» alarmingly low in the scientific field. Such situation is analysed in this report, and some suggestions for classroom practice and science teaching are offered.