HACIA EL DESARROLLO DE UNA DIDÁCTICA CONSTRUCTIVISTA COHERENTE CON EL DESARROLLO HISTÓRICO DEL CONOCIMIENTO CIENTÍFICO EN FÍSICA. CASO: RELATIVIDAD ESPECIAL.

Abstract

Assumptions and interpretations of experimental observations that originate Classical Mechanics and Electromagnetic Theory, which where later transformed or eliminated, made a significant contribution to the development of Quantum Mechanics and the Relativistic theories. The classical assumptions constitute deeply rooted prejudices; in addition, they receive a feedback from a realistic and sensualistic world’s vision. We have reached the conclusion that intuition, common sense, and even the absolute idealism are and continuing being difficult barriers to overcome in order to have a better comprehension of the universe. Three decades teaching physics and similar subjects allow us to affirm that without a critical study of some historical experiments and an appropriate adjustment of the existing prejudices, deeply rooted in our university’s students, subjects as Quantum Mechanics and Theory of Relativity; will be very difficult to understand, deeply, for an medium intelligent student. We propose constructivist didacticism where the development of a new intuition and the knowledge of the historical process of the relevant ideas have a special place; the mathematical thinking will come later. The experimental fact is not only shown to illustrate or justify the theory, it is used as a guide to build the formalism, looking for a better fit between the predictions of the formalism and the experimental results, in that way, the student feel that he is building the theory and at the same time is acquiring, in a natural way, the pertinent physical intuition.