El estudio de las representaciones – perspectivas para la investigacion basica en educacion en ciencias
Abstract
Los aportes de la Psicología Cognitiva y de la Epistemología e Historia de las Ciencias han contribuido a que la noción de cambio conceptual haya derivado a la de cambio representacional, noción que resulta más explicativa y coherente con un modelo integrador del aprendizaje. En este trabajo se da cuenta de los fundamentos teóricos de la nueva concepción, en relación con el desarrollo de las nociones de niveles representacionales -respuestas situacionales, modelos mentales, teorías de dominio y teorías implícitas- y de cambio situado. Se analiza la potencialidad de este estudio como núcleo más fructífero para la comprensión de la estructuración, persistencia y resistencia al cambio de las concepciones alternativas de los fenómenos que estudia la ciencia, que conduzca a una enseñanza más eficaz. Luego se deducen algunas de sus implicaciones para la investigación básica en educación en ciencias.
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