Dificultades persistentes en el aprendizaje de la electricidadestrategias de razonamiento de los estudiantes al explicar fenómenos de carga eléctrica
- Guisasola Aranzábal, Jenaro
- Zubimendi Herranz, José Luis
- Almudí García, José Manuel
- Ceberio Gárate, Mikel
ISSN: 0212-4521, 2174-6486
Année de publication: 2008
Volumen: 26
Número: 2
Pages: 177-191
Type: Article
D'autres publications dans: Enseñanza de las ciencias: revista de investigación y experiencias didácticas
Références bibliographiques
- BENSEGHIR, A. y CLOSSET, J.L. (1996). The electrostatics-electrokinetics transition: historical and educational dif-culties. International Journal of Science Education, 18(2), pp. 179-191.
- BEVILACQUA, F. (1991). Pavia Project Physics (Volta), Universitá degli studi di Pavia. Italia.
- BUCK, P., GOEDHART, M.J., GRÄBER, W., KAPER, W.H., KOBALLA, T., LINDER, C., MARTON, F., SCHWEDES, H., SPILIOTOPOULOU, V., TSAGLIOTIS, N.L. y VOGELEZANG, M. (2003). On the methodology of ‘phenomenography’ as a science education research tool, en Psillos, D., Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G. y Kallery, M. (eds.). Science Education Research in the Knowledge- based Society, pp. 31-41. Kluwer Academic Publishers.
- COHEN, R., EYLON, B. y GANIEL, U. (1983). Potential differ- ence and current in simple electric circuits:Astudy ofstudent’s concepts. American Journal of Physics, 51(5), pp. 407-412.
- COOK, T.D. y REICHARDT, C.H.S. (1982). Qualitative and quantitative methods in evaluation research. Sage Publications, Inc.
- CHABAY, R.W. y SHERWOOD, B.A. (2002). Matter & Interactions, vol II. Nueva York: Jhon Wiley & Sons, Inc.
- DUIT, R., GOLDBERG, F. y NIEDDERER, H. (1992). Research in physics learning: Theoretical issues and classroom studies. Kiel. Alemania: IPN.
- DUIT, R., TREAGUST, D. y MANSFIELD, H. (1996). Investigating students understanding as prerequisite to improving teaching and learning in science and mathematics, en Treagust, D., Duit, R. y Fraser, B.J. (eds). Improving teaching and learning in science and mathematics, pp. 17-31. Nueva York: Teachers Press College.
- DUIT, R. y VON RHÖNECK, C. (1998). Learning and understanding key concepts of electricity. Research in Physics Education, C2.
- DUIT, R. (2006). Students’and Teachers’Conceptions and Science Education, <http://www.ipn.uni-kiel.de/aktuell/stcse/ stcse.html>.
- DUPIN, J.J. y JOSHUA, S. (1987). Conceptions on French pupils concerning electric circuits: structure and evolution. Journal of Research in Science Teaching, 24, pp. 791-806.
- ENGEL-CLOUGH, E. y DRIVER, R. (1986). A study of consistency in the use of students’ conceptual framework across different task contexts, Science Education, 70(4), pp. 473-496.
- EYLON, B. y GANIEL, U. (1990). Macro-micro relationships: the missing link between electrostatics and electrodynamics in student’s reasoning. International Journal of Science Education, 12(1), pp. 79-94.
- FURIÓ, C. y GUISASOLA, J. (1999). Concepciones alternativas y dicultades de aprendizaje en electrostática. Selección de cuestiones elaboradas para su detección y tratamiento. Enseñanza de las Ciencias, 17(3), pp. 441-452.
- FURIÓ, C., CALATAYUD, M.L., BARCENAS, L. y PADILLA, O.M. (2000). Functional xedness and functional re- duction as common sense reasoning in chemical equilibrium and geometry and polarity of molecules. Science Education, 84(5), pp. 545-565.
- FURIÓ, C., GUISASOLA, J. y ALMUDÍ, J.M. (2004). Elementary electrostatic phenomena: Historical hindrances and students’ difculties, Canadian Journal of Science, Mathematics and Technology Education 4(3), pp. 291-313.
- GALILI, I. (1995). Mechanics background inuences students’ conceptions in electromagnetism. International Journal of Science Education, 17(3), pp. 371-387.
- GIL, D., GUISASOLA, J., MORENO, A., CACHAPUZ, A., PESSOA DE CARVALHO, A.M., MARTINEZ-TORREGROSA, J., SALINAS, J., VALDÉS, P., GONZÁLEZ, E., GENÉ, A., DUMÁS-CARRÉ, A., TRICÁRICO, H. y GALLEGO, R. (2002). Defending Constructivism in Science Education, Science & Education 11, pp. 557-571.
- GUISASOLA, J., ALMUDÍ, J.M. y ZUBIMENDI, J.L. (2004). Difculties in learning the introductory magnetic eld theory in the rst years of university, Science Education 88, pp. 443-464.
- GUISASOLA, J., ZUBIMENDI, J.L., ALMUDI, J.M. y CEBERIO, M. (2002). The evolution of the concept of capacitance throughout the development of the electric theory and the understanding of its meaning by University students. Science & Education, 11, pp. 247-261.
- GURUSWAMY, CH., SOMERS, M.D. y HUSSEY, R.G. (1997). Students’ understanding of the transfer of charge between conductors. Physics Education, 32(2), pp. 91-96.
- JIMENEZ, E. y FERNÁNDEZ, E. (1998). Didactic problems in the concept of electric potential difference and an analysis of its philogenesis. Science and Education, 7, pp. 129-141.
- HEILBRON, J.L. (1979). Electricity in the 17th and 18th centuries. A study of early modern Physics. Berkeley: University of California Press.
- KIPNIS, N., KUHFELD, E. y SCHROEDER, A. (1996). Sparks and Shocks, The Bakken Library and Museum. Iowa: Kendall / Hunt Publishing Company
- LICHT, P. (1991). Teaching electrical energy, voltage and current: an alternative approach. Physics Education, 26, pp. 272-277.
- LYBECK, L., MARTON, F., STRÖMDAHL, H. y TULLBERG, A. (1988). The phenomenographyof «the mole concept» en Chemistry, en Ramsden, P. (ed.). Improving learning: new perspectives. Londres: Kegan Paul.
- MANRIQUE, M.J., VARELA, P. y FAVIERES, A. (1989). Selección bibliográca sobre esquemas alternativos de los estudiantes en electricidad. Enseñanza de las Ciencias 7(3), pp. 292-295.
- MARTON, F. (1981). Phenomenography-Describing conceptions of the world around us, Instructional Science, 10, pp. 177-200.
- MARTON, F. y BOOTH, S. (1997). Learning and awareness, Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
- METIOUI, A., BRASSARD, C., LEVASSEUR, J. y LAVOIE, M. (1996). The persistence of students unfounded beliefs about electrical circuits: the case of Ohm’s law. International Journal of Science Education, 18(2), pp. 193-212.
- MILLAR, R. y KING, T. (1993). Students’ understanding of voltage in simples series circuits. International Journal Science Education, 15(3), pp. 339-349.
- MILLAR, R. y BEH, K.L. (1993). Students’ understanding of voltage in simple parallel electric circuits. International Journal Science Education, 15(4), pp. 351-361.
- MULHALL, P., McKITTRICK, B. y GUNSTONE, R. (2001). A perspective on the resolution of confusions in the teaching of electricity. Research in Science Education, 31, pp. 575-587.
- PARK, J., KIM, I., KIM, M. y LEE, M. (2001). Analysis of students´ processes of conrmation and falsication of their prior ideas about electrostatics. International Journal of Science Education, 23(12), pp. 1219-1236.
- PARKER, G.W. (2002). Electric eld outside a parallel plate capacitor. American Journal of Physics, 70(5), pp. 502-507.
- PONTES, A. y DE PRO, A. (2001). Concepciones y razonamientos de expertos y aprendices sobre electrocinética: consecuencias para la enseñanza y la formación de profesores. Enseñanza de las Ciencias, 19(1), pp. 103-121.
- PSILLOS, D. (1998). Teaching introductory electricity. Research in Physics Education, E3.
- RAINSON, S., TRANSTRÖMER, G. y VIENNOT, L. (1994). Students’ understanding of superposition of electric elds. American Journal of Physics, 62(11), pp. 1026-1032.
- RENSTRÖM, L., ANDERSSON, B. y MARTON, F. (1990). Students’ conception of matter, Journal of Educational Psychology, 82, pp. 555-569.
- SALINAS, J., CUDMANI, L.C. y PESA, M. (1996). Modos espontáneos de razonar: un análisis de su incidencia sobre el aprendizaje del conocimiento físico a nivel universitario básico. Enseñanza de las Ciencias, 14(2), pp. 209-220.
- SEBASTIÁ, J.M. (1993). ¿Cuál brilla más?: predicciones y re- exiones acerca del brillo de las bombillas. Enseñanza de las Ciencias, 11(1), pp. 45-50.
- SHIPSTONE, D. (1989). Electricidad en circuitos sencillos. Ideas cientícas en la infancia y la adolescencia, pp. 62-88. Madrid: Morata.
- STEINBERG, M.S. (1992). What is electric potential? Connecting Alessandro Volta and contemporary students. Procedings of the second International Conference on the History and Philosophy and Science and Science Teaching. Kingston, Ontario. Vol II, pp. 473-480.
- STOCKLMAYER, S. y TREAGUST, D.F. (1994). A Historical analysis of electric currentsin textbooks: a century of inuence on physics education. Science & Education, 3, pp. 131-154.
- STOCKLMAYER, S. y TREAGUST, D.F. (1996). Images of electricity: how do novices and experts model electric current? International Journal of Science Education, 18, pp. 163-178.
- TATON, R. (1988). Historia general de las Ciencias. Siglos XVIII-XIX. Madrid: Orbis.
- THACKER, B.A., GANIEL, U. y BOYS, D. (1999). Macroscopic phenomena and microscopic processes: Student understanding of transients in direct current electric circuits. Physics Education Research (A supplement to the American Journal of Physics), 67(7), pp. S25-S31.
- TREAGUST, D.F., DUIT, R. y FRASER, B. (1996). Improving teaching and learning in science and mathematics. Nueva York: Teachers College Press.
- VARELA, M.P. (1996). Las ideas del alumnado en física. Alambique, 7, pp. 45-52.
- VARELA, P., MANRIQUE, M.J. y FAVIERES, A. (1988). Circuitos eléctricos: una aplicación de un modelo de enseñanza-aprendizaje basado en las ideas previas de los alumnos. Enseñanza de las Ciencias, 6(3), pp. 285-290.
- VIENNOT, L. (1996). Raisonner en Phisique élémentaire. París: De Boeck y Larcier.
- VIENNOT, L. y RAINSON, S. (1992). Students’ reasoning about the superposition of electric elds. International Journal of Science Education, 14(4), pp. 475-487.
- WHITE, T.R. y GUNSTONE, F.R. (1992). Probing Understanding. Londres: The Palmer Press.
- ZUBIMENDI, J.L. (2004). «La enseñanza de la capacidad eléctrica en primer ciclo de universidad. Análisis de dicultades y propuesta alternativa». Tesis doctoral. Universidad del País Vasco.