¿Por qué hay veranos e inviernos? Representaciones de estudiantes (12-18) y de futuros maestros sobre algunos aspectos del modelo Sol-Tierra

Abstract

This paper shows the results of an investigation conducted on more than 900 students aging 12-18, and 50 teacher training students. Misconceptions related with the Sun -Earth model in relation with summers and winters were studied using a single questionnaire and an interview. Changes derived from an instruction based on a simulation activity on the model were also tested, 1, 2, and 3 years later. A comparative analysis, between instructed and uninstructed students, also carried out. These analysis and the interpretation of the probable origin of misconceptions are used for some educational suggestions.