Emotions, Feelings and Conceptualizations in Physics Didactic

OTERO, M. R.; FANARO, M. A.

Science Education Research in South and Latin America.

Brill

Año: 2020; p. 87 - 112

The Physics Didactic describes the process of physical knowledge reconstruction in any institution involving one or more teachers (Otero; 2006; 2007). The specific phenomena related to Physics teaching are analysed, explained and described by the Physics Didactic. The process of knowledge construction begins outside the scientific community and is influenced by a lot of constraints, which must be analysed adopting a didactic viewpoint. In turn, these constraints greatly affect the knowledge taught. The teacher and the students integrate the class group (CG). The CG´s work is conditioned by external standards ?among others, pedagogical, epistemological, institutional, and political? which establish, in fact, a set of constraints for its operation. Our didactic analysis focuses on the study of the CG members´ actions related to the physical knowledge construction. The constructivist framework sets a biological continuity in the process of knowledge construction (Piaget, 1955; Garcia, 2000; Maturana, 1995). The emotions involving coexistence and cooperation (Maturana, 1995; Damasio, 1994, 2005) are a necessary but not sufficient condition to enable the construction of knowledge in the CG. Being a cognitive and constructivist framework with profound didactic implications, the Theory of Conceptual Fields (TCF) of Vergnaud (1990, 1994, 2000, and 2005) helps describe and analyse the conceptualization in physics.