Dificultades de aprendizaje del modelo de sonidouna revisión de la literatura

  1. Aritz Ruiz González 1
  2. Oier Azula 2
  3. Jenaro Guisasola Aranzábal 1
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

  2. 2 IES Plaiaundi BHI (Irun, País Basc)
Revista:
Enseñanza de las ciencias: revista de investigación y experiencias didácticas

ISSN: 0212-4521,  2174-6486

Año de publicación: 2021

Volumen: 39

Número: 2

Páginas: 5-23

Tipo: Artículo

DOI: 10.5565/REV/ENSCIENCIAS.3217 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Enseñanza de las ciencias: revista de investigación y experiencias didácticas

Resumen

El aprendizaje del modelo científico del sonido (MCS) está presente en el currículum de ciencias de todos los niveles educativos y es un componente crítico de la alfabetización científica. Este trabajo presenta una revisión sistemática sobre la comprensión de los estudiantes del MCS en torno a tres ideas claves que emergen del análisis epistemológico: naturaleza del sonido y sus propiedades, propagación del sonido y modelo de onda. Cabe destacar que, independientemente de la etapa educativa, existe una dificultad en relacionar las propiedades intrínsecas del sonido con las magnitudes de onda y la persistencia de concepciones que atribuyen propiedades materiales al sonido. Además, no existe una clara progresión del aprendizaje sobre el MCS desde la Educación Primaria hasta los primeros años de Universidad. Finalmente, se discuten las implicaciones para la enseñanza-aprendizaje del MCS.

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