El llenguatge, suport en la construcció escolar de l’energia

Overview

This study presents a structured Learning Situation from the Ciències 12-15 project, designed for second-year secondary students (ESO) to develop understanding of phenomena involving energy exchanges. The investigation focuses on the dual role of language in constructing theoretical models of energy and the necessity of introducing specialized terminology to account for observable natural phenomena. The work examines the complementary relationship between constructive and transmissive pedagogical processes in science education.

Methods and approach

The Learning Situation employs a constructivist framework wherein students engage with energy-related phenomena through guided inquiry. Language is positioned as a fundamental tool for building conceptual understanding rather than merely a vehicle for transmitting pre-existing knowledge. The approach involves analysis of how specific scientific terminology emerges from the need to describe and explain observable behaviors in physical systems. The interplay between constructive processes (wherein students actively build understanding) and transmissive processes (wherein established scientific concepts are introduced) is documented and evaluated for pedagogical effectiveness.

Results

The analysis demonstrates that language functions simultaneously as a medium for constructing energy models and as a constraint that necessitates conceptual precision. Students' understanding of energy phenomena develops through the introduction of specialized vocabulary that captures distinctions in observable processes. The study shows that constructive and transmissive pedagogical processes do not operate in opposition but rather complement one another: construction of meaning occurs through engagement with phenomena, while transmission of established terminology and conceptual frameworks provides necessary scaffolding. The Learning Situation successfully illustrates how theoretical model-building and linguistic development are interdependent processes in secondary science education.

Implications

The findings suggest that language plays a constitutive rather than merely descriptive role in scientific understanding. Science educators should attend explicitly to the relationship between conceptual development and terminological precision, recognizing that the introduction of specialized vocabulary responds to genuine explanatory needs rather than arbitrary convention. The demonstrated complementarity of constructive and transmissive processes challenges dichotomous perspectives on pedagogy and indicates that effective science education integrates both approaches within a coherent framework.