A Revisited Conceptual Change in Mathematical-Physics Education from a Neurodidactic Approach: A Pendulum Inquiry

Julio Ballesta-Claver, María Fernanda Ayllón Blanco and Isabel Angustias Gómez Pérez
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Julio Ballesta-Claver: La Inmaculada Teaching Center (LITC), Didactics of Experimental Sciences Department, University of Granada, 18013 Granada, Spain
María Fernanda Ayllón Blanco: La Inmaculada Teaching Center (LITC), Didactics of Experimental Sciences Department, University of Granada, 18013 Granada, Spain
Isabel Angustias Gómez Pérez: La Inmaculada Teaching Center (LITC), Evolutionary Psychology and Education Department, University of Granada, 18013 Granada, Spain

Mathematics, 2021, vol. 9, issue 15, 1-17

Abstract: Learning physics today contains a strong algebraic component, which does not contribute to making an effective conceptual change due to several misunderstandings and misconceptions that students have. Inquiry-based science education methodology (IBSE) is a solution, as well as model-based inquiry (MBI), but no agreement exists regarding which one is the best option. The contribution of both new neuroscientific and cognitive psychology advances is necessary. All these components can be arranged within a transdisciplinary discipline called Neurodidactics. This work presents a neurodidactic proposal to achieve an effective conceptual change. The study involves 171 undergraduate university students and is based on an experimental design (control and experimental groups) with pre- and post-test questionnaires. Results will show the importance of experimentation in mathematical-physics sessions, as well as the importance of visuospatial abilities and the inquiry component offered by the different resources used (virtual simulations and multimedia) in order to obtain a model. In addition, the role of transdisciplinary orientation and the importance of conceptual modeling was tested, obtaining an essential contribution to balance the normally non-significant algebraic approach of physics science, offering altogether a possible new path for scientific learning.

Keywords: neuroscience; conceptual change; transdisciplinarity; inquiry-based science education; model-based inquiry; neurodidactics; conceptual mathematics (search for similar items in EconPapers)
JEL-codes: C (search for similar items in EconPapers)
Date: 2021
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