Representaciones externas en estudiantes de grado noveno sobre el fenómeno del enamoramiento

Abstract

The objective of this research work is to know and analyze the external representations that ninth grade students of the Sierra Morena School have about the phenomenon of falling in love and how they relate it to their emotional state, in order to approach the topic of hormones, which is included in the teaching of natural sciences. The phenomenon of falling in love brings with it a series of emotions and sensations that can affect the daily life of the students; it is a very common manifestation of young people in eighth and ninth grade, even leading to the establishment of relationships. Taking into account these aspects, the different objectives were proposed: - characterize the external representations that ninth grade students have about the phenomenon of falling in love and the relationship with their emotional state, - analyze the external representations that students have about the phenomenon of falling in love, - consider the external representations about the phenomenon of falling in love to approach the teaching of hormones and their relationship with some biological processes. Through the Bibliographic Information Mapping, the construction of the theoretical framework is carried out, approaching the phenomenon of falling in love from different visions and the external representations for the establishment of three categories of analysis: initial attraction, sensations-emotions and affective bonds, for which the following activities were proposed and applied: Survey, scheme My body in love and Contextualized Conceptual Cartoon (HCC). Therefore, this research is framed within a qualitative paradigm having students as the object of study, to enter into their context from an everyday phenomenon such as falling in love, addressing the research problem from a participatory perspective with an interpretive approach; in this sense, the results of the activity "My body in love" are systematized and analyzed, highlighting the role of external representations in education.