Sobre las concepciones en Dinámica elemental de los adolescentes formales y concretos y el cambio metodológico

Abstract

This paper summarizes the main results of a research carried out with 15 to 18 year old students in the second year of Spanish Secondary Higher Education. Frequencies of wrong answers, based on the students' misconceptions about dynamics, and the Piagetian levels of concrete/formal proportional reasoning, are correlated. Conceptual change after a learning period is also analyzed. Short term results show that only students with higher formal reasoning levels improved in a significant way. Finally, considerations about methodology in class, in order to overcome pupils' difficulties in learning physics are also discussed.