Is air matter? Development of scientific practices to overcome barriers in science learning
This research presents a sequence of activities to work on the concept of matter in secondary education with students from the Inclusive Learning Program in Aragon (Spain). This program accommodates students who have encountered barriers to learning science compared to conventional approaches. An ad...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Asociación de Profesores de Física de la Argentina
2024
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/45314 |
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| Sumario: | This research presents a sequence of activities to work on the concept of matter in secondary education with students from the Inclusive Learning Program in Aragon (Spain). This program accommodates students who have encountered barriers to learning science compared to conventional approaches. An ad hoc sequence is proposed with a dual objective: to work on knowledge related to matter through scientific practices of argumentation, inquiry, and modeling; and to use these practices as a tool to facilitate overcoming potential barriers to learning in science. The didactic methodology used was inquiry-based learning. The research employs qualitative analysis of video recordings. Emerging categories have been established that allow us to conclude the difficulties in identifying magnitudes that define matter, especially "air". The sequence has addressed these difficulties through experimental demonstrations designed by the students themselves, which they later constructed and presented. It has been observed that working with scientific practices has allowed for the direction of individual potential, both procedurally and conceptually. This has contributed to overcoming some barriers to learning science in general and the concepts of matter and air in particular. |
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