Concepciones de estudiantes de instituto y universidad sobre el tiempo geológico

• Autores: Diego Corrochano Fernández, Alejandro Gómez Gonçalves, Miguel Ángel Fuertes, Anne-Marie Ballegeer, Sara Pampín García, José María Chamoso Sánchez
• Localización: Didáctica de las ciencias experimentales y sociales, ISSN 0214-4379, Nº 44, 2023, págs. 195-214
• Idioma: español
• DOI: 10.7203/dces.44.26276
• Títulos paralelos:
  • High school and university students’ conceptions about geological time
• Enlaces
  • Texto completo
• Resumen
  • español

    Se analizan las concepciones de estudiantes de 4º de la ESO y del 1er y 2º curso de universidad sobre el tiempo geológico. Se utilizaron como instrumentos de análisis una línea temporal de la historia de la Tierra y un cuestionario de preguntas cerradas sobre la frecuencia y duración de procesos del modelado del relieve. Los resultados indicaron que el alumnado presentó serias dificultades para trabajar con escalas y edades absolutas, y se observaron contradicciones entre los valores en las líneas y los valores absolutos de cada evento. Los eventos que resultaron más problemáticos para situarlos en las líneas temporales fueron aquellos más modernos y que involucran lapsos de tiempo más reducidos. La duración y frecuencia de los procesos de formación del relieve más problemáticos fueron aquellos relacionados con procesos internos que conllevan lapsos de tiempo más elevados. Esto abre algunas posibilidades para facilitar el aprendizaje de estos aspectos.

  • English

    This paper analyses the conceptions about the geological time of students in the 4th year of ESO and 1st and 2nd years of university. A timeline of the Earth’s history and a questionnaire composed of closed-ended questions about the frequency and duration of processes related to landscape modelling were used as research instruments. The results indicated that the students had serious difficulties when working with scales and absolute ages, and contradictions were observed between the values assigned on the timelines and the absolute values given to each event. The most problematic events to be placed on the timelines were those that were more recent and those that involved shorter time spans. In the case of landform processes, internal processes involving longer time spans were the most problematic. This opens up some possibilities to facilitate learning about these aspects.

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