Abstrakt
V 20. storočí teóriu vyučovania fyziky, podobne ako iné odborové didaktiky, významným spôsobom ovplyvnili výsledky práce empirických psychológov. Takmer určite každý učiteľ pozná mená ako Piaget, Bruner, Maslow a každý učiteľ pozná Bloomovu taxonómiu. V súčasnosti začína byť celkom zrejmé, že časť teoretického pozadia procesov dejúcich sa v rámci učenia sa fyziky sa presúva do novej oblasti nazývanej neurovedy, vedy o učení sa, vedy nazývanej aj veda o myslení, mozgu a učení sa. Tímy neurovedcov vybavené kvalitnými medicínskymi zobrazovacími metódami pátrajú po tom, v ktorých častiach mozgu prebiehajú ktoré operácie, ako tieto časti navzájom spolupracujú a ako možno vysvetliť, spresniť a doplniť zistenia psychológov 20. storočia. Prípadne upozorňujú na závery, ktoré sa javia ako nepodložené. Príspevok podrobne rozpracúva jednu z teórií súvisiacu s fungovaním našej mysle. Teória klasifikuje spôsoby uvažovania do piatich kategórií, symboly, vzory, usporiadania, kategórie a vzťahy. Pilotné vedomé používanie týchto kategórií vo fyzikálnom vzdelávaní sa javí ako sľubné a zdá sa, že má potenciál ho skvalitniť prostredníctvom zapracovania do učebníc, ako aj do práce učiteľa.
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