Different conceptions of science and the implications for its teaching

Yassuko Hosoume Rebeca Vilas Boas Cardoso de Oliveira About the authors

A scientific theory is a self-contained knowledge system with structuring elements - the parts - that, when considered through their internal logic, constitute an articulated total. The parts represent a local, conceptual and deep knowledge of the theory, whereas the total represents the utilization of space, the rational and the formalizing - meaning knowledge in extension. Inside a Physics theory, the choice of compound elements in combination with the way they mingle, reveal a specific conceptual structure, which results in a particular product. If this product has a synchronic and spatial nature, a proposal for its teaching will require an epistemological disassembling of its origin, followed by a pedagogical reconstruction, that focuses and classifies the parts in a diachronic and linear way. The analysis of the Classic Mechanics introduced by schoolbooks, duly approved by PNLD/2011, illustrates the particularities of the disassembling and reconstruction of this Physics theory, revealing the different aspects implied within this work suggested for its teaching.

conceptual structure; physic knowledge; conceptual map; textbook

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