Cambio conceptual : análisis crítico y propuestas a la luz de la teoría del aprendizaje significativo
A critical analysis of the conceptual change issue, over a twenty-year period, is done in the light of a partial review of the literature and of meaningful learning theory. In this analysis, the need to assign new meanings to the concept of conceptual change that do not imply the idea of substitutio...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2003 |
| País: | Brasil |
| Institución: | Universidade Federal do Rio Grande do Sul (UFRGS) |
| Repositorio: | Repositório Institucional da UFRGS |
| Idioma: | español |
| OAI Identifier: | oai:www.lume.ufrgs.br:10183/106922 |
| Acceso en línea: | http://hdl.handle.net/10183/106922 |
| Access Level: | acceso abierto |
| Palabra clave: | Aprendizagem significativa Formação de conceito Conceptual change Meaningful learning theory Cambio conceptual Teoría del aprendizaje significativo |
| Sumario: | A critical analysis of the conceptual change issue, over a twenty-year period, is done in the light of a partial review of the literature and of meaningful learning theory. In this analysis, the need to assign new meanings to the concept of conceptual change that do not imply the idea of substitution or replacement of conceptions, in the learners’ cognitive structure, is stressed. The discrimination of meanings, conceptual development/ enrichment, and conceptual evolution are proposed. |
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