Investigações em Ensino de Ciências (May 2001)
The link between conceptual and epistemological aspects
Abstract
This article presents a literature review on problem solving in Physics based on the scientific articles published in periodicals of the related field of study. The articles considered for this study were published in the period between the end of the 70`s until 1999. A categorization of the publications , according to the issue investigated, the theoretical background used, the research method adopted, the results and conclusions are considered as a starting point in order to present a research profile of the field of study. Next, this profile is discussed and analyzed , pointing out the convergent aspects that characterize the field. Taking this analysis into account, the following thesis (based on Fávero`s proposal, 2000) is defended: in order to generate tools for the teaching practice of Physics through the study of problem solving, a method that substitutes the idea of knowledge transmission in the communication processes that takes place in the classroom should be developed. This method should comprise the idea of interlocution (Vion, 2000) which focuses on social interaction as a means to reveal metacognitive regulations of the subjects, pariticipants in the process, and their development of awareness in relation to a conceptual field (Vergnaud, 1990) – Physics, in this case. The analysis of these processes considers the verbal exchanges among the subjects (Bromberg & Chabrol, 1999) developed in the situation of interaction. This thesis is supported by the articulation of concepts in Psychology, including its interface with linguistics, such as conceptual field, development of awareness and acts of speech, which are reconsidered in this study.
