Propuesta didáctica para la construcción de conceptos científicos en física

even in the second decade of the twenty-first century continues to speak of low quality and relevance of education globally and in particular, the venezuelan education. each day becomes more necessary educational proposals that aim to train professionals creative, critical and responsible, able to adapt to the information society and knowledge. the purpose of this study is to establish a methodological approach aimed at building scientific concepts in physics, supported by various interpretations of the conceptual change model of posner and others (1982), meaningful learning of ausubel (1976), the basic processes of thought of amestoy de sánchez (2004) and learning styles of alonso, gallego and honey (2003). the methodology used is quasi-experimental research with experimental and control group. based on the theories mentioned main result is shown as a working methodology in the classroom that allows teachers to guide its educational activities to teach physics at university level, generated simultaneously, an instructional model for achieving significant learning of scientific concepts particularly in the teaching of electrostatic phenomena, achieving significant building concepts and knowledge transfer to new contexts and situations.