Abstract

LOPEZ, Sonia; VEIT, Eliane Angela  and  ARAUJO, Ives Solano. La formulación de preguntas en el aula de clase: una evidencia de aprendizaje significativo crítico. Ciência educ. [online]. 2014, vol.20, n.01, pp.117-132. ISSN 1516-7313.

This paper presents the main results of a study aimed to assess the implementation of a didactic proposal made up of computational modeling activities, using the AVM diagram - an adaptation of Gowin’s V to computational modeling-, and its impact on empowering students to formulate questions in physics class. The investigation was carried out with a group of seven students of physics from the Universidad de Antioquia, Colombia. The study is theoretically grounded in the principles of Moreira’s Critical Meaningful Learning Theory -based on Postman and Weingartner’s ideas of teaching as a subversive activity- and also in computational modeling using the AVM diagram. The main results reveal that the implementation of the didactic proposal had a positive impact in the development of students’ ability to formulate questions about Newtonian dynamics as a field of knowledge.

Keywords : Physics Teaching; Critical Meaningful Learning; Scientific Modeling; Computational Modeling; AVM Diagram.

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