Constructivist, conceptual change and science teaching: where are we going?
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 conceptua...
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2016 |
| Country: | Brasil |
| Institution: | Universidade Federal do Rio Grande do Sul (UFRGS) |
| Repository: | Revista Investigações em ensino de ciências |
| Language: | Portuguese |
| OAI Identifier: | oai:ojs.www.if.ufrgs.br:article/645 |
| Online Access: | https://ienci.if.ufrgs.br/index.php/ienci/article/view/645 |
| Access Level: | Open access |
| Keyword: | constructivism conceptual change conceptual profile. construtivismo mudança conceitual perfil conceitual |
| Summary: | 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. |
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