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

This theoretical essay brings Vergnaud’s Theory of Conceptual Fields (TCF) and Generative Artificial Intelligence (GAI) to explore their implications for Physics education. Based on an exploratory scoping review, this paper outlines a hypothetical framework for the conditions under which GAI, conceived as a mediating artifact, may enrich students’ conceptual construction. The analysis focuses on how these tools diversify didactic situations and representational registers. As part of the results, criteria are articulated for designing situations that foster conceptualization, and key risks are identified. Furthermore, it is posited that the potential of GAI is realized only when its use, mediated by the teacher, transforms the artifact into an instrument that enables students to refine their operative invariants through action.