ANALOGIES AND TEACHING TASKS IN LAWS OF CONSERVATION IN TENTH GRADE, DIAGNOSIS AND PERSPECTIVES

Abstract

Problem solving, for long lasting and transferable learning, is one of the challenges in physics teaching. It can be focusing by applying analogies, which allow differentiating between surface (situation described in the statement) and structure (physical and mathematical models). The student's interaction with the surface, expresses his familiarity, and with the structure, his expertise in constructing schemes of problems on a mental level. We present a study to diagnose the conservation laws problems, which are usually used in tenth grade, in terms of their feasibility to apply analogies. Both the wording and the solutions offered by the students were considered. We used the following methods: documental analysis, pedagogical testing and systematization. The results are: most surfaces respond to situations outside the student's control, implying low familiarity, solutions reach a minimum level with respect to the score required to be considered approved, this situation indicate low expertise. To the general structure of the statement and the solutions underlies a general structure. It is divided into three specific structures with didactic potentialities to use the analogies. It reveals the need to transform the statement of tasks and to put on trial with systematized structures.