Abstract:
In this paper we resume the discussion on procedural learning and concept learning in the light of Vergnaud's conceptual fields theory. From an integrated perspective of both kinds of learning we argue in favor of an instructional posture that would consider both traditional paper-and-pencil problems and open-ended problems as indispensable and complementary to the understanding of physical concepts.
Keywords:
physics problems solving; conceptualisation in physics; conceprual fields theory.