The concepts of conception, perception, representation and belief in educational area: similarities, differences and implications for research

• Autor(a) principal: Matos, Daniel Abud Seabra
• Data de Publicação: 2016
• Outros Autores: Jardilino, José Rubens Lima
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educação & Formação (Fortaleza)
• Texto Completo: https://revistas.uece.br/index.php/redufor/article/view/111
• topic: Pesquisa educacional; Conceitos; Divulgação científica; educação; Investigación educativa; Conceptos; Divulgación científica

In research about the thinking processes of students, teachers and education stakeholders, there is a huge variety of terms used to refer to mental representations. This diversity makes difficult to understand education research and its theoretical and conceptual framework. We found many studies in the education literature that does not clearly define the concepts used. The purpose of the study presented in this paper was to perform an analysis of the concepts of conception, perception, representation and belief. The sources used were articles, books and specialized dictionaries. We concluded that the terms conception, perception, representation, and belief aim to reach the same result: inform the way people perceive, evaluate and act with respect to the researched phenomenon. It is assumed that there is a need for constant epistemological surveillance and a minimum agreement among peers about the meaning of these concepts. Treating them as synonyms will result on a number of mistakes in the dissemination of research results.