Conceptual change, subjectivity and Psychoanalysis
We present the Conceptual Change Model (Posner et al., 1982) and detach how the presence of student’s subjectivity deeply marks the four conditions for the accomodation. The fundamental metaphor which supports the model, student as a little scientist, is limited, because does not consider the subjet...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2016 |
| País: | Brasil |
| Institución: | Universidade Federal do Rio Grande do Sul (UFRGS) |
| Repositorio: | Revista Investigações em ensino de ciências |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.www.if.ufrgs.br:article/631 |
| Acceso en línea: | https://ienci.if.ufrgs.br/index.php/ienci/article/view/631 |
| Access Level: | acceso abierto |
| Palabra clave: | conceptual change analogies psychoanalysis. mudança conceitual analogias psicanálise |
| Sumario: | We present the Conceptual Change Model (Posner et al., 1982) and detach how the presence of student’s subjectivity deeply marks the four conditions for the accomodation. The fundamental metaphor which supports the model, student as a little scientist, is limited, because does not consider the subjet’s relation with his community via language. We propose another metaphor: the learning process is similar with the psychoanalytic process. The analogy allow us to delineate in a sufficiently precise manner the functions and the importance of inicial diagnostic. Its goal are to problematize the unknown, to establish a pedagogical transfer and to categorize the basic structures of student’s thought by his relations with scientific principles. Finally, to mantain the envolvment of the student in the process, is fundamental the teacher’s attitude and ability to listen with attention, to create a school environment that allows the student to be free to speak, making his/her point of view explicit and to tackle challenges and conflicts. |
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