Functionality of relationships among concepts for problem solving
Abstract
The evolution of the semantic relationships among concepts developed by a group of high school students while facing practical tasks conceived as problems in the Physics laboratory is analyzed in this paper. The results point that the process of developing the semantic relationships to solve the tasks was a laborious process in which the semantic relationships go through phases of different functionality until becoming useful tools for planning actions, although different paths were followed in the different analyzed tasks. Moreover, to get the students to be able to solve a task, we see that other aspects overlap, such as the presence of eventual epistemological and procedural difficulties.
Keywords
Semantic relationships, Contextualyzing practices, Physics laboratory, Open problems, Scientific researchReferences
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