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Abstract

In this chapter we propose the bases for a Didactics of Sciences that takes into account the emotions, feelings and reasoning in the reconstruction of a domain of scientific knowledge. The ideas of Humberto Maturana and Antonio Damasio are used as they offer neurobiological support to the relationship between emotions, actions, feelings and reasoning. Gérard Vergnaud’s theory of conceptual fields is adopted as a theory of cognitive development to study the process of conceptualization in a certain domain of knowledge. Finally we present the example of a didactic sequence to teach the foundations of Quantum Mechanics for high school students, which has been designed and implemented by using the didactic principles proposed in this chapter.

In: Science Education Research in Latin America

Abstract

This chapter deals with the problem of teaching the fundamental concepts (QM) in high school. Many investigations in this area recognize the importance of the treatment of the quantum concepts at secondary school. Nevertheless, the usual way of teaching QM follows a strictly historical line. This prevents from approaching QM´s fundamental aspects.First we ask which approximation to the “quantum world” is possible to teach at school. We have conceived a conceptual structure of reference related to the viewpoint of the Quantum Mechanics of Feynman “Path Integrals”, which is alternative and complementary to the canonical method. Our design allows to avoid the strictly historical and traditional development that is usually adopted in QM teaching. We begin by the Classical Physics – using concepts familiar to the students- and we analyze the limit QM-classical. Thus, the ways of teaching the concept of quantum system and the Principles of Superposition and Correspondence are studied. Using a geometric-vector frame the mathematical formulation of the Path Integral is adapted to the student’s mathematical knowledge. This sample allows the emergence of student’s ideas: electrons like “small balls”. Moreover, it shows how the concept of quantum system associated to the Path Integrals technique explains the probability curve of the electrons. A previous didactic analysis was made to anticipate as much as possible the actions of the students and the teacher. We have implemented the didactic sequence, and the results related to the concepts reached by the students, situation by situation, are presented here.

In: Science Education Research in Latin America
This volume of the World of Science Education gathers contributions from Latin American science education researchers covering a variety of topics that will be of interest to educators and researchers all around the world. The volume provides an overview of research in Latin America, and most of the chapters report findings from studies seldom available for Anglophone readers. They bring new perspectives, thus, to topics such as science teaching and learning; discourse analysis and argumentation in science education; history, philosophy and sociology of science in science teaching; and science education in non-formal settings. As the Latin American academic communities devoted to science education have been thriving for the last four decades, the volume brings an opportunity for researchers from other regions to get acquainted with the developments of their educational research. This will bring contributions to scholarly production in science education as well as to teacher education and teaching proposals to be implemented in the classroom.