Dificultades conceptuales y epistemológicas de futuros profesores de Física y Química en las explicaciones energéticas de fenómenos físicos y químicos

  1. Furió Gómez, Cristina 1
  2. Furió Más, Carles 2
  1. 1 Professora Física y Química I.E.S. de Massamagrell (València)
  2. 2 Universitat de València
    info
    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

    Geographic location of the organization Universitat de València
Journal:
Enseñanza de las ciencias: revista de investigación y experiencias didácticas

ISSN: 0212-4521,  2174-6486

Year of publication: 2016

Volume: 34

Issue: 3

Pages: 7-24

Type: Article

DOI: 10.5565/REV/ENSCIENCIAS.1644 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Enseñanza de las ciencias: revista de investigación y experiencias didácticas

Abstract

In this paper we analyze the conceptual and epistemological difficulties which have on thermochemical the physics, chemistry and chemical engineering students that they are preparing to be teachers of physics and chemistry. It has been applied to a sample of 35 prospective teachers’ two questionnaires on thermal effects in physical and chemical phenomena that explain them and we have categorized their responses according to the reasoning used. It has been confirmed that most of the students do not know delimit systems that interact, do not use the concept of internal energy and the first law of thermodynamics in physical processes. Almost none trainee teachers use submicroscopic reasoning to explain these thermal effects in the physical and chemical changes and almost every explanations are incorrect.

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