¿Pueden interpretarse las preconcepciones a la luz de las teorias del aprendizaje?

Abstract

Students do not come to our courses whíthout any idea about Physics. Indeed, they manage a set of not very precise ideas about some physical concepts and laws, that are not compatible with scientific knowledge. Such a set of ideas has been termed as Misconceptions. In this paper some characteristics of the origin and resistance to their change is intended, in the conceptual framework of Behaviorism, Ausubelianisrn and Piagetian theories. As a result, only the last of those theories is capable of satisfactory interpretation of misconceptions as exemplars of «deforrnant assimilation». This result is also supported by a previos work in wich it is shown that misconceptions in some topic of Physics have a hierarchical structure wich correlates strongly with Piaget's stages.