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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

RESUMENEste artículo revisa, en primer lugar, los postulados centrales de la perspectiva clásica de la teoría del aprendizaje significativo de David Ausubel. En segundo lugar, presenta algunas propuestas más recientes en el campo de la Psicología Cognitiva, Pedagogía y Epistemología para profundizar y actualizar el análisis teórico: la perspectiva humanista de Joseph Novak, el interaccionismo social de Bob Gowin, los modelos mentales de Johnson Laird, los campos conceptuales de Gérard Vergnaud, la noción de educación bancaria postulada por Paulo Freire y la autopoiética de Humberto Maturana. Finalmente, distingue distintos aspectos de la mediación computacional y discute una visión renovada por el autor, desde una perspectiva crítica, subversiva y antropológica del aprendizaje significativo. (2017). Aprendizaje significativo como un referente para la organización de la enseñanza. Archivos de Ciencias de la Educación, 11(12), e029. https://doi KEYWORDS

Neste trabalho proponho o abandono da narrativa como modelo clássico de ensino e argumento em favor de um ensino centrado no aluno, com participação ativa do alunoem atividades colaborativas, voltado para o aprender a aprender e para a aprendizagem significativa crítica. Além de minha larga experiência como professor e autor (2004,2005), o texto reflete principalmente as obras de Postman e Weingartner (1969), Carl Rogers (1969), D.B. Gowin (1981) e Don Finkel (2008). Não são propostas nem argumentos novos, mas podem servir de motivação aos que queiram, e possam, fazer mudanças no ensino.Palavras-chave: abandono da narrativa, ensino centrado no aluno, aprender a aprender, aprendizagem significativa crítica.

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.