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ABSTRACT:In this paper, we initially discuss the relationships among physical, mathematical, and mental models in the process of constructing and understanding physical theories. We adopt the assumption that comprehension in a particular field of physics is attained when it is possible to predict a physical phenomenon from its physical models without having to previously refer to the mathematical formalism. The physical models constitute the semantic structure of a physical theory and determine the way the classes of phenomena linked to them should be "perceived." Within this framework, the first step in order to understand a phenomenon or a process in physics is to construct mental models that will allow the individual to understand the statements that compose the semantic structure of the theory, being necessary, at the same time, to modify the way of perceiving the phenomena by constructing mental models that will permit him to evaluate as true or false the descriptions the theory makes of them. When this double process is attained concerning a particular phenomenon, in such a way that the "results" of the constructed mental models (predictions and explanations) match those scientifically accepted, one can say that the individual has constructed an adequate mental model of the physical model of the theory. Then, in the light of this discussion, we attempt to interpret the research findings we have obtained so far with college students, regarding mental models and physics education under the framework of Johnson-Laird's mental model theory. The difficulties faced by the students to achieve the understanding of physical theories did not seem to be all of the same level: some are linked to the constraints imposed to the construction of mental models by students' previous knowledge and others, linked to the ways individuals perceive the world, seem to be much more problematic. We argue that teaching should focus A preliminary version of this paper has been

An inquiry-based integrative STEM education approach was implemented in two fourth grade Elementary Education classes, in Spain, through a module on simple machines. The viability of this science education model in the official Spanish curriculum and its influence on students' attitudes towards science and learning of STEM subjects has been studied through an adapted Test of Science Related Attitude scale, achievement tests, and teachers' interviews. Students participating in the integrative STEM project reported significantly more favourable attitudes toward science than students from traditional classrooms. Although attitude scale and achievement test results seem to show that an integrative STEM education may be feasible in 4 th grade of the Spanish elementary education, interviews revealed reluctance among teachers to use integrative STEM education and more directive instructions on implementing such an educational model are demanded. Implications for science education and future studies are discussed.

Se hace un análisis crítico del tema cambio conceptual, a lo largo de un período de 20 años, a partir de una revisión parcial de la literatura y del referencial de la teoría del aprendizaje significativo.En dicho análisis se destaca la necesidad de atribuir significados al concepto de cambio conceptual que no conlleven la idea de sustitución o reemplazo de concepciones en la estructura cognoscitiva del sujeto que aprende, y se proponen significados en la línea del aprendizaje significativo, de discriminación de significados, de desarrollo/enriquecimiento conceptual, de evolución conceptual.