Identificação de conceitos prévios dos alunos recorrendo a métodos qualitativos

• Autor(a) principal: Catarreira, Sofia Maria Veríssimo
• Data de Publicação: 2014
• Outros Autores: Lopes, Vitor Godinho, González, Ricardo Luengo, García, Luis Manuel Casas
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v6i3.4001

This article seeks to highlight the importance of qualitative analysis in the determination of prior concepts that provide the support for the development of a teaching unit based on the Theory of Nuclear Concepts This theory had its origin in investigations carried out by Casas and Luengo (2004) that based on the theories of Ausubel (1968), Novak and Gowin (1984), among others, they have modified some previous assumptions. While existing theories argue that the concepts are organized hierarchically around general concepts, this new theory argues that cognitive structure is organized around specific concepts that are not necessarily the most general. This theory uses the notion of “geographical organization of knowledge”, “nuclear concepts” and “least cost paths”, and uses the qualitative technique of Pathfinder associative networks to explain the organization of knowledge. A teaching unit based on this theory requires a different preparation, it starts with the identification of concepts that stand out on the subject under study, through qualitative methods. In this article we show how we obtained the list of concepts of a teaching unit on the topic “circumference and angles”, highlighting technical and performance criteria. In our study, we give a new vision of a teaching unit, changing goal, preparation and assessment processes of the same. This new teaching approach is no longer centered on school results, but shall combine the study of the changes produced in the cognitive structures of students.