| Date: |
1996 |
| Abstract: |
The different constructive psychological theories present some difficulties in order to explain and justify the results obtained by the researches carried out within the field named pupils'conceptions. In this paper we introduce a new psycho-pedagogical model which agglutinates the main elements of the constructive theories. With that aim, the declarative knowledge is subdivided in several memories: episodic, scholastic semantic and experiential semantic. The procedural knowledge of reasoning in scholastic analysis and experiential analysis methods. We show some examples that are analyzed from our theoretic model. Later, we stress the relationship between pupils'answers and the context in which those are activated, showing the utility of the model here proposed. |
| Rights: |
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.  |
| Language: |
Castellà |
| Document: |
Article ; recerca ; Versió publicada |
| Subject: |
Concepcions dels alumnes ;
Model psicopedagògic ;
Corrent constructivista ;
Coneixement declaratiu ;
Coneixement procedural ;
Memòria semàntica ;
Memòria episòdica ;
Memòria experimental ;
Memòria academicista |
| Published in: |
Enseñanza de las ciencias, V. 14 n. 3 (1996) p. 303-314, ISSN 2174-6486 |
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