O experimento investigativo e representações de alunos de ensino médio: obstáculos epistemológicos em questão

Abstract

This study aimed to explore the methodological and theoretical potential of an inquiring activity as a teaching resource for the construction and validation of hypotheses. We will also examine the discursive interpretations - representations - produced by students when faced with the phenomenon (s) that cannot explain or they explain using arguments distorted of the scientific point of view. In this perspective, the representations of the students were discussed taking into account the presence of bachelardian epistemological obstacles. The results show that appear in the representations of the students realistic and animist obstacles, which may hinder the understanding of scientific concepts by students. Only occasionally appears verbal obstacle, related to the use of a common language to explain a scientific concept. Substanticialistic obstacle is also present through the "substantial properties" responsible for some the conceptual distortions produced by the students.

Keywords

• Teaching for inquiring
• Epistemological obstacles