Mental representations and problem solving: an exploratory study

dc.creator	Maria Rita Otero
dc.creator	C. Papini
dc.creator	I. Elichiribehety
dc.date	1998-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:06:19Z
dc.date.available	2015-07-20T22:06:19Z
dc.identifier	1518-8795
dc.identifier	https://doaj.org/article/f9cc8f1a1ea847a783cebb5aad5c7b0c
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/10423
dc.identifier.uri	https://doaj.org/article/f9cc8f1a1ea847a783cebb5aad5c7b0c
dc.description	Based on frameworks that propose the contextualization of science education centered in the science/technology/ society relationships, and on the belief that the teacher has a fundamental role on the curriculum innovation processes, this paper describes and analyses different elements of the pedagogical practice of teachers of the city of Campinas/SP, in the perspective of outlining an overview regarding the already existing biology and technology relationship. It focuses in a detailed way the conceptions of the relationships between biology and technology present in the instructional materials used or produced by teachers, describing and discussing the wide range spectrum of identified possibilities. It also emphasizes the approaches to biology and technology relationships identified by interviewing the teachers, being them similar or not to those found in the instructional materials. Indicators of the existence of a problematic theory and practice association, in which the theoretical elements (science) are hierarchically superior to the practical elements (technology), were detected. This kind of association should constitute a focus of attention in the construction of innovative proposals for the biology curriculum, since science classroom discussions regarding technology – in their ethical, aesthetical, epistemological, and marketing aspects – represent an important path to dimension the biological knowledge in the capitalist contemporary society.
dc.language	Portuguese
dc.language	Spanish
dc.publisher	Universidade Federal do Rio Grande do Sul
dc.relation	http://www.if.ufrgs.br/ienci/artigos/Artigo_ID37/v3_n1_a1998.pdf
dc.relation	https://doaj.org/toc/1518-8795
dc.rights	CC BY-NC-ND
dc.source	Investigações em Ensino de Ciências, Vol 3, Iss 1, Pp 47-60 (1998)
dc.subject	mental models
dc.subject	problem solving
dc.subject	physics and mathematics
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Science (General)
dc.subject	DOAJ:Science General
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Science (General)
dc.subject	DOAJ:Science General
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.title	Mental representations and problem solving: an exploratory study
dc.type	Article