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Análisis sistémico de la evolución de los componentes del modelo eléctrico de los estudiantes.

Science curricula indicate the relevance of understanding electrical phenomena, due to the multiple current technological applications based on electricity. However, students have difficulty understanding the electromagnetic nature of matter, and empirical evidence is required of the ways in which students' ideas are transformed as they gain experience and conceptual knowledge about electricity. This study focuses on the analysis of secondary school students' explanations of electrical phenomena, with the purpose of characterizing the evolution of their models expressed during a didactic sequence based on electrification phenomena. The proposal of qualitative analysis, from a systemic perspective, identifies the structure, process and control components referred by the 30 students of the sample, in the explanations of five observed phenomena, characterizing the evolution of students' electrical model. Our results show that the learning trajectories of students are not convergent and present discontinuities. The decomposition of the electrical model has allowed us to show that students build models limited by the observed processes, and have difficulties to move to the microscopic level, which can help to guide the selection of phenomena by teachers to achieve more effective modeling processes.