La  conservación de la  energía como eje de  enseñanza de Física. Desde el análisis  diagnóstico hacia la propuesta educativa

dc.creator	L. Ortigoza
dc.creator	J. Llovera-González
dc.creator	H. Odetti
dc.date	2011-12-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:18:23Z
dc.date.available	2015-08-12T11:18:23Z
dc.identifier	1870-9095
dc.identifier	https://doaj.org/article/9c5b9d4f852546a0a9a8661ed16d825f
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/26889
dc.description	To teach and to learn sciences, in particular Physics require promoting an effective and creative reasoning in the student in correspondence with a knowledge base integrated and flexible, presenting multiple pathways that promote the continued education. Adhering to the opinion of Meireu expressing in his work "Learning, yes, but how?" when he says: "... education is to create a favorable environment, we do not learn anything that we not rediscovered and reconstructed" [1], was considered relevant to do an initial exploration of the situation of the students in order to learn physics, which cover the analysis of previous knowledge as well as generic skills that students have at the beginning of their university studies. The aim of this paper is to present the case of the matter of General Physics and Thermodynamics that correspond to the Career of Degree of Licentiate in Nutrition, of the School of Biochemistry and Biological Sciences of the Universidad Nacional del Litoral, Santa Fe, Argentina. A study of the matter within the curriculum of the career is presented, their position in relation to academic outcomes, and a diagnostic evaluation analysis trying to understand the situation that faced the teaching and the learning of the registered students in the course. Based on reflections about the results, a restructuring of the subject is proposed, taking like the axis of teaching the conservation of energy law, like unifier principle of Physics (invariant topic [2, 3], generative topic [4]) and possible link with other matters in the career. The didactic alternative create a learning space that, based on the preconcepts of the students, developing generic learning strategies and is adapted to a student behavior allowing different ways of learning.
dc.language	English
dc.language	Spanish
dc.language	Portuguese
dc.publisher	Instituto Politécnico Nacional, Latin American Physics Education Network
dc.relation	http://www.lajpe.org/dec11/LAJPE_599_Juan_Llovera_preprint_corr_f.pdf
dc.relation	https://doaj.org/toc/1870-9095
dc.source	Latin-American Journal of Physics Education, Vol 5, Iss 4, Pp 839-847 (2011)
dc.subject	Physics teaching
dc.subject	diagnostic analysis
dc.subject	conservation of energy
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	La conservación de la energía como eje de enseñanza de Física. Desde el análisis diagnóstico hacia la propuesta educativa
dc.type	article