Heat and temperature at junior high school level: relationships between teaching and learning in a constructivist perspective

dc.creator	Orlando Aguiar Jr.
dc.date	1999-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:23:41Z
dc.date.available	2015-07-20T22:23:41Z
dc.identifier	1518-8795
dc.identifier	https://doaj.org/article/b5ef816dfaae488daef7f882ac6c6224
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/21012
dc.description	In this paper we will explain, in an exploratory and preliminary character, the possibilities and contributions of a Teaching Model as an auxiliary instrument to planning, development and evaluation of proposals for science teaching that are geared at the promotion of cognitive changes. Thus, we will describe the instruments used in the planning of an introductory course on heat and temperature with 8th graders, and we will analyze their results. The proposed model tries to establish pedagogical stages conceived from the successive triads that mark the evolution of causal thinking in intra, inter and transobjectal terms (Piaget &Garcia, 1987). Research findings of this work, based on the analysis of written material produced by the students throughout the process lead us to affirm the intrinsic complexity of human learning, understanding complexity as historical, irreversible, unforeseeable, and undertermined phenomena ( Prigogine & Stengers, 1997/1998). We conclude with considerations about the range of the realized changes in science teaching and about the groundlessness of a linear reading of their findings. The model analysis will be carried out in terms of teaching, learning and, mainly, of the relationships between teaching and learning.
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_ID48/v4_n1_a1999.pdf
dc.relation	https://doaj.org/toc/1518-8795
dc.rights	CC BY-NC-ND
dc.source	Investigações em Ensino de Ciências, Vol 4, Iss 1, Pp 73-90 (1999)
dc.subject	heat and temperature
dc.subject	teaching and learning
dc.subject	teaching model
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	Heat and temperature at junior high school level: relationships between teaching and learning in a constructivist perspective
dc.type	article