Bibliographic Details
| Title: |
Imágenes asociadas al concepto de corriente eléctrica en libros de texto argentinos de educación secundaria. |
| Authors: |
Carla Inés, Maturano1 cmatur@ffha.unsj.edu.ar, Franco Ariel, Guzmán1, Carina Alejandra, Rudolph1 |
| Source: |
Latin-American Journal of Physics Education. Jun2024, Vol. 18 Issue 2, p1-14. 14p. |
| Subject Terms: |
*Science education, *Learning problems, *Textbooks, Electric currents, Charge carriers |
| Abstract (English): |
In the teaching of Physics, when the concept of electric current is presented in textbooks, images that attempt to illustrate the movement of charge carriers are included. The object of study of this research is related to the images that are used when defining the concept of electric current in Argentine textbooks. The objective was to analyze these images in the light of theoretical contributions from Systemic-Functional Linguistics and relate their characteristics to potential comprehension and learning difficulties already investigated in the field of Science Teaching. The images have been examined considering visual-verbal aspects (focus, level and type of representation, verbal components) and disciplinary aspects (object, characteristics, cause, equation and conditions of the represented phenomenon). The results show that some images expose entities or activities, often using inappropriate or questionable resources from disciplinary knowledge. For this reason, they would require a specific and carefully planned approach in classes to avoid the most common learning problems associated with this concept. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
En la enseñanza de la Física, cuando se presenta el concepto de corriente eléctrica en los libros de texto se incluyen imágenes que intentan ilustrar el movimiento de los portadores de carga. El objeto de estudio de esta investigación se relaciona con las imágenes que se emplean al definir el concepto de corriente eléctrica en libros de texto argentinos. El objetivo fue analizar dichas imágenes a la luz de aportes teóricos de la Lingüística Sistémico-Funcional y relacionar sus características con potenciales dificultades de comprensión y aprendizaje ya investigadas en el campo de la Didáctica de las Ciencias. Las imágenes se han examinado considerando aspectos visuales-verbales (foco, nivel y tipo de representación, componentes verbales) y aspectos disciplinares (objeto, características, causa, ecuación y condiciones del fenómeno representado). Los resultados muestran que algunas imágenes exponen entidades o actividades usando en muchas ocasiones recursos poco adecuados o cuestionables desde el conocimiento disciplinar. Por esto, requerirían de un abordaje específico y cuidadosamente planeado en las clases para evitar los problemas de aprendizaje más comunes asociados a este concepto. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
