Theory of Conceptual Fields, Representational Diversity and Representational Redescription: theoretical convergences regarding the role of representations for conceptual learning
DOI:
https://doi.org/10.22600/1518-8795.ienci2021v26n2p97Keywords:
Science Education, Mathematics Education, Representations, Conceptual LearningAbstract
From analysis and reflections related to The Theory of Conceptual Fields, Representational Diversity and Representational Redescription convergent defenses are presented regarding the learning of scientific and mathematical concepts, emphasizing the role of representations for this learning process. We identified common aspects between each representation and its referent, as well as between different representations of the same referent, but without redundancies between characteristics that each of them present. Furthermore, it was evidenced that it is through external representations that indications of mental representations are manifested. It was also identified that learning is related to the coordination of representations, which is based on previously constructed knowledge and which involves the declarative domain on the part of the learner, as well as progressive access to awareness of their own learning, which is mediated by representations. The convergences identified provide teachers and researchers with information and possibilities for reflections about the learnings built by students and the fundamental role of various representations so that they can perform procedures and discourses, which contributes to the elaboration of evaluative proposals, didactic and methodological approached conceptual learning explicitly and consciously.References
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