Una aproximación cognitiva al aprendizaje del concepto “célula”: un estudio de caso
Abstract
Se realiza una interpretación de las respuestas emitidas por un alumno relativas al concepto célula, con objeto de determinar su modo de operar con el mismo y de pensarla. Para dicho análisis se usan dos teorías como referentes teóricos: la Teoría de los Modelos Mentales de Johnson-Laird y la Teoría de los Campos Conceptuales de Vergnaud. Del trabajo realizado se desprende la potencialidad de ambas teorías consideradas conjuntamente para dotar de comprensión sobre los procesos cognitivos puestos en juego por el alumno para su conceptuación.
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