| Date: |
1993 |
| Abstract: |
After the fiasco of the alearning by discovery» orientation and the serious limitations of the areception learningn paradigm, a new consensus is emerging on the nature of mathematics and science learning as a construction of knowledge. These constructivist approaches have taken explicitly into account contemporary views in philosophy of science as an epistemological base for a conception of learning as a conceptual change. Teaching strategies oriented to produce conceptual changes have been developed with promising results, but serious difficulties have also appeared. Our contribution will try to show that those difficulties are due to a still insufficient consideration of the nature of science in the teaching strategies. Consequently, we shall propose some modifications of these strategies, taking more carefully into account the relationship between the nature of science and the nature of learning. |
| 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: |
Aprenentatge i treball científic ;
Ausubel ;
Orientació constructivista ;
Aprenentatge com a canvi conceptual ;
Conflictes cognoscitius ;
Brainstorming ;
Estudi qualitatiu de situacions problemàtiques ;
Tractament científic dels problemes |
| Published in: |
Enseñanza de las ciencias, V. 11 n. 2 (1993) p. 197-212, ISSN 2174-6486 |
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