Conceptual change in the transformation of preconceptions in Natural Sciences

Abstract

This quasi-experimental research is intended to determine the effect of a didactic strategy based on the conceptual change for the transformation of preconceptions regarding heat and temperature in natural sciences. The sample was composed of 40 physical students from the UPEL-IPB. It was divided into two groups, one experimental, one control. The first was applied the proposed didactic strategy; the second, the traditional didactic strategy. Results show that the experimental group scored meaningfully higher grades in the post-test. It is concluded, therefore, that the proposed didactic strategy actually transforms students' the preconceptions regarding heat and temperature.