Inteligencia artificial generativa y teoría de los campos conceptuales en la enseñanza de la física: aproximación desde una revisión de alcance

Rezende Jr., Mikael Frank;Dias de Carvalho Junior, Gabriel
(2026) Revista investigación en educación superior de la división de desarrollo adadémico — Vol. 8, n° 1, p. 16-28 (2026)

Files

Artigo Gabriel Mikael IA.pdf
  • Open Access
  • Adobe PDF
  • 203.9 KB
Download

Details

Authors
Abstract
This theoretical essay brings together Gérard Vergnaud’s Conceptual Fields Theory (CFT) and generative artificial intelligence (GenAI) to examine their implications for physics education. Drawing on an exploratory scoping review, it proposes a hypothetical framework outlining the conditions under which GenAI tools, conceived as mediating artifacts, can enhance students’ conceptual development. The analysis focuses on how these tools diversify both instructional situations and systems of representation. As a result, the paper formulates design principles for developing learning situations that foster conceptualization while also identifying key risks associated with the educational use of GenAI. Finally, it argues that the potential of GenAI can only be realized when its use, under the guidance of the teacher, transforms the artifact into an instrument through which students refine their operative invariants through purposeful action.
Affiliations

Citations

  • APA
  • Chicago
  • FWB

Rezende Jr., M. F., & Dias de Carvalho Junior, G. (2026). Inteligencia artificial generativa y teoría de los campos conceptuales en la enseñanza de la física: aproximación desde una revisión de alcance. Revista investigación en educación superior de la división de desarrollo adadémico, 8(1), 16-28. https://hdl.handle.net/2078.5/277742 (Original work published 2026)