MEMORY AND MEANING MAKING ABOUT CHEMICAL SUBSTANCE:
AN ANALYSIS FROM REMEMBERING THEORY
DOI:
https://doi.org/10.1590/1983-21172022240190Keywords:
Remembering, Memory, Meaning MakingAbstract
The aim of this article was to analyze how two elementary school students constructed meanings about the concept of chemical substance based on the theory of reminiscence. For this purpose, we adapted Bartlett's description method, and the two students, working in pairs, completed a pre-test, explored three educational materials on the concept of chemical substance, and then answered three questions about the concept at intervals of thirty minutes, seven days, and fifteen days. The dialogue between the pair was recorded in audio and video during the question-solving process for subsequent transcription and analysis. In the analysis, we observed some mnemonic modifications such as elaborations, transformations, transfers, and imports. These modifications may express the emergence of new meanings through the reframing of previous knowledge in the face of the new.
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