| Data: |
2001 |
| Resum: |
This paper describes a theoretical framework in order to interpret the evolution of the pupil's knowledge of the corpuscular nature of matter. This theoretical framework is grounded on the cognitive model of the pupil, which considers general operating and specific schemata as transformer agents of the input data. Working with our own empiric data, as well as with those obtained by other researchers, it might be concluded that this theoretical framework allows not only a plausible interpretation of doubts and empirical contradictions coming out from the bibliography, but also the description of the changing/developing conceptual process in terms of its main responsible agents, whether general or specific, which reports a beneficial information that could become a useful guidance in future educative interventions. |
| Drets: |
Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial i la comunicació pública de l'obra, sempre que no sigui amb finalitats comercials, i sempre que es reconegui l'autoria de l'obra original. No es permet la creació d'obres derivades.  |
| Llengua: |
Castellà |
| Document: |
Article ; recerca ; Versió publicada |
| Publicat a: |
Enseñanza de las ciencias, V. 19 N. 1 (2001) , p. 123-134, ISSN 2174-6486 |
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