Mental representations and problem solving: an exploratory study
Based on frameworks that propose the contextualization of science education centered in the science/technology/ society relationships, and on the belief that the teacher has a fundamental role on the curriculum innovation processes, this paper describes and analyses different elements of the pedagog...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Universidade Federal do Rio Grande do Sul
1998-01-01
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| Series: | Investigações em Ensino de Ciências |
| Subjects: | |
| Online Access: | http://www.if.ufrgs.br/ienci/artigos/Artigo_ID37/v3_n1_a1998.pdf |
| _version_ | 1818666350703280128 |
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| author | Maria Rita Otero C. Papini I. Elichiribehety |
| author_facet | Maria Rita Otero C. Papini I. Elichiribehety |
| author_sort | Maria Rita Otero |
| collection | DOAJ |
| description | Based on frameworks that propose the contextualization of science education centered in the science/technology/ society relationships, and on the belief that the teacher has a fundamental role on the curriculum innovation processes, this paper describes and analyses different elements of the pedagogical practice of teachers of the city of Campinas/SP, in the perspective of outlining an overview regarding the already existing biology and technology relationship. It focuses in a detailed way the conceptions of the relationships between biology and technology present in the instructional materials used or produced by teachers, describing and discussing the wide range spectrum of identified possibilities. It also emphasizes the approaches to biology and technology relationships identified by interviewing the teachers, being them similar or not to those found in the instructional materials. Indicators of the existence of a problematic theory and practice association, in which the theoretical elements (science) are hierarchically superior to the practical elements (technology), were detected. This kind of association should constitute a focus of attention in the construction of innovative proposals for the biology curriculum, since science classroom discussions regarding technology – in their ethical, aesthetical, epistemological, and marketing aspects – represent an important path to dimension the biological knowledge in the capitalist contemporary society. |
| first_indexed | 2024-12-17T06:03:08Z |
| format | Article |
| id | doaj.art-f9cc8f1a1ea847a783cebb5aad5c7b0c |
| institution | Directory Open Access Journal |
| issn | 1518-8795 |
| language | English |
| last_indexed | 2024-12-17T06:03:08Z |
| publishDate | 1998-01-01 |
| publisher | Universidade Federal do Rio Grande do Sul |
| record_format | Article |
| series | Investigações em Ensino de Ciências |
| spelling | doaj.art-f9cc8f1a1ea847a783cebb5aad5c7b0c2022-12-21T22:00:49ZengUniversidade Federal do Rio Grande do SulInvestigações em Ensino de Ciências1518-87951998-01-01314760Mental representations and problem solving: an exploratory studyMaria Rita OteroC. PapiniI. ElichiribehetyBased on frameworks that propose the contextualization of science education centered in the science/technology/ society relationships, and on the belief that the teacher has a fundamental role on the curriculum innovation processes, this paper describes and analyses different elements of the pedagogical practice of teachers of the city of Campinas/SP, in the perspective of outlining an overview regarding the already existing biology and technology relationship. It focuses in a detailed way the conceptions of the relationships between biology and technology present in the instructional materials used or produced by teachers, describing and discussing the wide range spectrum of identified possibilities. It also emphasizes the approaches to biology and technology relationships identified by interviewing the teachers, being them similar or not to those found in the instructional materials. Indicators of the existence of a problematic theory and practice association, in which the theoretical elements (science) are hierarchically superior to the practical elements (technology), were detected. This kind of association should constitute a focus of attention in the construction of innovative proposals for the biology curriculum, since science classroom discussions regarding technology – in their ethical, aesthetical, epistemological, and marketing aspects – represent an important path to dimension the biological knowledge in the capitalist contemporary society.http://www.if.ufrgs.br/ienci/artigos/Artigo_ID37/v3_n1_a1998.pdfmental modelsproblem solvingphysics and mathematics |
| spellingShingle | Maria Rita Otero C. Papini I. Elichiribehety Mental representations and problem solving: an exploratory study Investigações em Ensino de Ciências mental models problem solving physics and mathematics |
| title | Mental representations and problem solving: an exploratory study |
| title_full | Mental representations and problem solving: an exploratory study |
| title_fullStr | Mental representations and problem solving: an exploratory study |
| title_full_unstemmed | Mental representations and problem solving: an exploratory study |
| title_short | Mental representations and problem solving: an exploratory study |
| title_sort | mental representations and problem solving an exploratory study |
| topic | mental models problem solving physics and mathematics |
| url | http://www.if.ufrgs.br/ienci/artigos/Artigo_ID37/v3_n1_a1998.pdf |
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