Teaching action in situations of conceptual learning
DOI:
https://doi.org/10.5377/paradigma.v21i34.1694Keywords:
conceptual fields, significant learning, effective teaching, learning and scientific research directed, teaching actionAbstract
Experimental Science students show a lack of scientific knowledge before theoretical class, problem solving and laboratory practices that reveal mechanical learning process applied without substantiated arguments that respond to problematic situations the face. In this situation, the teaching action to address this problem is an urgent challenge. The objective of this research is to design a strategy that promotes teaching activities meaningful learning of scientific concepts in the context of the university classroom. The methodology is descriptive documentary. The strategy, based on the theory of conceptual fields, integrates this with learning as directed scientific research, the study of classroom interaction and meaningful learning, conducive to effective teaching of conceptualization of scientific reality.
DOI: http://doi.dx.org/10.5377/paradigma.v21i34.1694
<Paradigma> - Revista de Investigación Educativa. Año 21. No. 34: 81-110
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