Concepciones (Erróneas) de Docentes de Primaria y Secundaria Acerca de la Naturaleza de la Materia
Palabras clave:
naturaleza particulada de la materia, concepciones erróneas, docentes de nivel primario, docentes de nivel secundarioResumen
Este estudio explora las concepciones acerca de la naturaleza de la materia y la teoría cinético-corpuscular entre 99 docentes de escuelas primaria y secundaria en Buenos Aires. Estos participaron en actividades como preguntas de opción múltiple y resolución de problemas. Los resultados revelaron concepciones erróneas referente a los cambios de fase, el espaciamiento entre partículas y la relación entre la energía cinética y el movimiento de las partículas. Si bien los docentes de secundaria mostraron una mejor comprensión de la naturaleza particulada de la materia, prevalecieron concepciones erróneas como la creencia de que las partículas cambian de tamaño durante las transiciones de fase o que no hay espacio entre las partículas en estado sólido. Los docentes de primaria mostraron tendencia hacia modelos intuitivos y continuos de la materia. Estos hallazgos destacan la necesidad de intervenciones para abordar estas concepciones erróneas y mejorar la formación docente en conceptos fundamentales sobre la materia.
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