Resumo

HENAO, Héctor; CHAVEZ, Alejandra; RUIZ MOJICA, Adriana María  e  JOFRE, David. Learning Thermodynamics Through a Conceptual Change. RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2022, vol.12, n.24, e032.  Epub 23-Maio-2022. ISSN 2007-7467.  https://doi.org/10.23913/ride.v12i24.1172.

One of the main difficulties in the teaching and learning processes is the existence of erroneous ideas that lead to deficient conceptual structures, frequently called alternative concepts. The present work proposed and put into practice a series of educational innovations in the teaching of thermodynamics, whose purpose was to generate a cognitive conflict that would allow the students to confront their alternative concepts and modify them. The courses in which this study was developed were carried out face-to-face during the years 2015 to 2019 and were adjusted to non-face-to-face modality during the years 2020 and 2021. The research methodology included an extensive bibliographic review, the selection of four innovations education for the design of the course, the implementation of the innovations for seven years and the evaluation of the impacts of the innovations from written surveys and group interviews. The results reveal a high degree of acceptance of the methodologies implemented in the course, both for the face-to-face modality and for the non-face-to-face modality. The students expressed that the pedagogical innovations made possible a conceptual change and the awakening of a critical sense about the contents of thermodynamics.

Palavras-chave : alternative concept; teaching of thermodynamics; metaphors; active learning methodology.

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