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RESEARCH PRODUCT

Learning difficulties and conceptual, methodological and axiological change (I)

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El trabajo se inicia mostrando la relacion que se establecio entre la filosofia de la ciencia, la psicologia del aprendizaje y la didactica de las ciencias, que lleva a la consolidacion de esta, en particular, con los estudios de las concepciones alternativas. Pero las dificultades de los estudiantes no pueden reducirse a las concepciones alternativas. Por eso es conveniente ampliar el concepto de dificultades de aprendizaje e incluir dificultades debidas al razonamiento de ‘sentido comun’, a las actitudes negativas de los estudiantes, etc. En consecuencia, un cambio exclusivamente conceptual no tiene en cuenta estas nuevas dificultades y son necesarios otros cambios. Pero sobre ellos existe bastante confusion terminologica que intentamos aclarar.Palabras clave: dificultades de aprendizaje; cambio conceptual; procedimental y axiologico.Learning difficulties and conceptual, methodological and axiological change (I)The work begins showing the relation that was settled down among the philosophy of the science, the psychology of the learning and the didactics of the sciences, that takes to the consolidation of the this one, in particular, with the studies of the alternative conceptions. But the students’ difficulties can’t be reduced to the alternative conceptions. For that reason the concept of learning difficulties should be extended and difficulties owed to the reasoning of common sense should be included in that concept, as well as the negative attitudes of students. Consequently, an exclusively conceptual change doesn’t take into account these new difficulties and so, other types of changes are necessaries. But there is some terminological misunderstanding about the changes that we try to clarify in this article.Key words: learning difficulties; conceptual; methodological and axiological change.