Concepciones alternativas, preconceptos, errores conceptuales... ¿distinta terminología y un mismo significado?
DOI:
https://doi.org/10.12795/IE.1994.i23.03Abstract
En este trabajo se revisa, en primer lugar, la terminología utilizada para designar el conocimiento de los alumnos sobre los contenidos escolares, y se plantea la existencia de una relación entre el uso de estos términos y el marco epistemológico de los investigadores y profesionales en educación. En segundo lugar, se discuten los trabajos sobre las representaciones de los alumnos, que designan como concepciones tanto al conocimiento cotidiano como al conocimiento escolar, partiendo del supuesto raramente cuestionado de que se trata de representaciones equiparables con iguales características. Se apunta, por último, la necesidad de que dicha caracterización del conocimiento se vea reflejada en los programas de investigación.
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Accepted 2019-03-11
Published 2021-05-08
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