The Conceptual change mediated by technologies in a specific notion linked to the Psychology of Education

Abstract

This paper presents the study carried out in relation to the conceptual change in a specific notion linked to the field of Educational Psychology. The units of analysis are the first-year students of the Education Sciences career, from the Faculty of Education Sciences of the National University of Entre Ríos. In particular, intuitive conceptions and conceptual transformations linked to the notion of learning are analysed. The study comprises a process that encompasses the intentional design and development of didactic sequences in a virtual environment aimed at identifying the dynamics of cognitive change. Consequently, the mediations and cognitive and socio-cognitive interactions that emerge in this scenario between teachers and students and between students are described and analyzed. The importance of delving into the conceptions of learning and the processes of conceptual change lies in the fact that both permeate and give meaning to the educational experiences of students, at the same time, learning is a structuring concept of the professional field since educational scientists They have within their activities -among many others- the design, development, evaluation and/or investigation of pedagogical proposals that promote learning processes.