APLICACIÓN Y EVALUACIÓN DE LA PEDAGOGÍA CONCEPTUAL A LA ENSEÑANZA DE LA INTERACCIÓN GRAVITACIONAL EN EDUCACIÓN

Abstract

Teaching activity requires of a constant search for strategies to successfully guide the students to the knowledge, to its personal formation and to its social adjustment. From this perspective, the conceptual pedagogy theory proposes a didactic sequence for learning competences and for forming personal attitudes. This theory considers eight stages: motivation, framing, enunciation, modeling, simulation, exercise, synthesis and demonstration. Results of application of this sequence to the development of competence for structuring concepts, in particular the related to gravitational interaction, are shown in this work. Activities with these criteria were designed and tested with students from classroom andonline upper secondary school. The learning tests were applied to students at the beginning and the end of this study and the corresponding results showed a significant advance at understanding of the concept of gravitational interaction. The competence for developing a text with conceptual semantic structure related to this physical phenomenon was also evaluated.