Un frasco flota en el agua y se hunde en el aceite: ¿cómo los alumnos de bachillerato explican tales hechos y qué predicen para una situación más compleja?

dc.creator	Alejandrina Madrigal García
dc.creator	Josip Slisko
dc.date	2010-05-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:19:15Z
dc.date.available	2015-08-12T11:19:15Z
dc.identifier	1870-9095
dc.identifier	https://doaj.org/article/98c11f2e0972452b98b463e14388625b
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/27466
dc.description	For the phenomena of floating and sinking, although they are parts of everyday students’ experiences, it is not easy for them to construct spontaneously feasible explanatory schemes. The results of educational research show that students hold, regarding to these phenomena, explanatory schemes which are monocausal (floating and sinking are due to only one cause, frequently related to the weight or other property of the body), while scientific explanation is polycuasal (floating and sinking of bodies is due to the relationship between the intensities of two opposite forces: weight of the body and buoyant force of the liquid). In this article we report (1) explanatory schemes sustained by students regarding hydrostatic behavior of small bottle in simple situation (bottle floats in water and sinks in oil) and (2) predictive and explanatory schemes of its hydrostatic behavior in a complex situation (the same bottle in water and oil). Similarly as students of primary and junior-high school, high-school students use basically monocausal schemes and are not able to elaborate polycausal schemes, even in the complex situation. Nevertheless, after they have known the hydrostatic behavior of the bottle in the complex situation, it is possible to note favorable changes in students ideas. These changes, in more sophisticated didactic designs and with major time investment, might be a base for a development toward the schemes which are nearer to explanatory schemes accepted by scientists.
dc.language	English
dc.language	Spanish
dc.language	Portuguese
dc.publisher	Instituto Politécnico Nacional, Latin American Physics Education Network
dc.relation	http://www.journal.lapen.org.mx/may10/LAJPE_392_Josip_Slisko_preprint_corr_f.pdf
dc.relation	https://doaj.org/toc/1870-9095
dc.source	Latin-American Journal of Physics Education, Vol 4, Iss 2, Pp 408-414 (2010)
dc.subject	Historical Floating
dc.subject	sinking
dc.subject	explanatory and predictive schemes
dc.subject	monocausal and policausal schemes.
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	Un frasco flota en el agua y se hunde en el aceite: ¿cómo los alumnos de bachillerato explican tales hechos y qué predicen para una situación más compleja?
dc.type	article