Dificultades en el razonamiento causal y en los conceptos utilizados para explicar el efecto Mpemba
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Este estudio describe el análisis de las explicaciones de estudiantes de un programa de formación docente sobre el efecto Mpemba. La experiencia se presentó en tres momentos (antes, durante y después), con la participación de 37 estudiantes de 8º semestre de la Licenciatura en Ciencias Naturales de una universidad colombiana. Se observó que los estudiantes responden al por qué y no al cómo ocurre el fenómeno y asocian sus contestaciones a flujo de calor, cinética molecular y cambio de estado del material. Lo anterior, evidencia la necesidad de practicar de razonamiento sobre mecanismos causales en química, aspecto que puede contribuir a que los estudiantes comprendan las interacciones moleculares.
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