Misaligned Projections: an opportunity for learning

JUAN VELASCO; LAURA BUTELER

Journal of Science Education

Beijing Science Education Innovation center

Lugar: Beijing; Año: 2019 vol. 20 p. 1 - 5

0124-5481

Misconceptions have always been an important focus of interest in physics education research. It is currently of great interest to the community to understand what role they play in learning and what opportunities they can provide. From the Coordination Class Theory (CCT), the conceptual development of two undergraduate students during solving a thermodynamic problem is analyzed. The analysis of the interview carried out during this task evidences a modification in their projections of the temperature Class, being misaligned at the beginning and aligned at the end. Moreover, the alignment of its projections has roots in its misaligned projection, which provides a context where new inferences and extractions emerge. That is to say, there is evidence of important potentialities that offer misaligned projections.