| dc.creator |
Eduardo Fleury Mortimer |
|
| dc.date |
1996-03-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:22:25Z |
|
| dc.date.available |
2015-07-20T22:22:25Z |
|
| dc.identifier |
1518-8795 |
|
| dc.identifier |
https://doaj.org/article/b8146f89fc8b42bba34127f549bde923 |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/20664 |
|
| dc.description |
In this paper I discuss some aspects of constructivism and of teaching strategies for conceptual change, trying to draw an overview of a new model of understanding students' conceptions as part of a more general framework: the conceptual profile notion. This notion allows to trace the conceptual evolution in the classroom as a change of a profile of conceptions. This perspective differs from conceptual change models by suggesting that it is possible to use different ways of thinking in different domains and that a new concept does not necessarily replace previous and alternative ideas. According to this model, learning science is to change a conceptual profile and become conscious of the different zones of the profile, which includes common-sense and scientific ideas. Through this notion it is possible to situate the students' ideas in a broader context that includes scientific knowledge and school's culture. |
|
| 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_ID8/v1_n1_a2.pdf |
|
| dc.relation |
https://doaj.org/toc/1518-8795 |
|
| dc.rights |
CC BY-NC-ND |
|
| dc.source |
Investigações em Ensino de Ciências, Vol 1, Iss 1, Pp 20-39 (1996) |
|
| dc.subject |
constructivism |
|
| dc.subject |
conceptual change |
|
| dc.subject |
conceptual profile |
|
| 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 |
Construtivismo, mudança conceitual e ensino de ciências: para onde vamos? |
|
| dc.type |
article |
|