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espanolPresentamos una investigacion sobre la apropiacion del modelo de energia por parte de estudiantes de 4o de ESO que participan de un taller experimental centrado en la modelizacion (ideas de transferencia, conservacion y degradacion de la energia), identificando los grados de sofisticacion en el uso del modelo y las fronteras conceptuales que superan, y usando este analisis para orientar el refinamiento iterativo del diseno del taller (perspectiva de diseno basado en la investigacion). Encontramos que la mayoria de estudiantes pasan de explicar los fenomenos en terminos de transformacion de energia a hacerlo en terminos de transferencia, y que el grado de sofisticacion de sus explicaciones es substancialmente mayor despues de refinar el taller. En particular, se muestran especialmente eficientes los constructos didacticos graficos/linguisticos que proporcionan andamiaje en la mirada a los fenomenos des del modelo de energia. EnglishWe present a research about the appropriation of the model of energy by 4th ESO students that participate in a modeling labwork-based workshop dealing with the ideas of energy transfer, conservation and degradation, identifying different degrees of sophistication in the use of the model of energy by students and some conceptual boundaries necessary to be crossed. We use this analysis to iteratively refine the workshop (Design-based research perspective). We find that most of students move from an energy transformation-based explanation to an energy transfer-based explanation, and this improvement is substantially bigger after introducing several didactic changes in the teaching and learning proposal. In particular, graphical/linguistic didactic artifacts that scaffold students’ way of looking at phenomena from the model of energy perspective show especially efficient.

Promoviendo la apropiación del modelo de energía en estudiantes de 4º de ESO a través del diseño didáctico.