Interaction of Multiple Representations in Learning the Concept "Energy" in Elementary School Students
This article presents research results on the use of multiple representations in the learning processes of Natural Science concepts in elementary school. The fundamentals of the proposal are described and the conceptual constructions are analyzed in terms of their explanations and representations, t...
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| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Asociación de Docentes de Ciencias Biológicas de la Argentina
2021
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/30588 |
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| Sumario: | This article presents research results on the use of multiple representations in the learning processes of Natural Science concepts in elementary school. The fundamentals of the proposal are described and the conceptual constructions are analyzed in terms of their explanations and representations, through the implementation of a didactic unit that enables elementary school students to construct, relate and understand multiple representations in science concepts, in our case the notion of "energy". The methodology of the study is qualitative and descriptive, and the results show interactions, use of multiple representations, affinities and emerging discrepancies as a teaching strategy in the classroom. |
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