A controversy around the scientific education: the supporters and critics of Constructivism
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Caderno Brasileiro de Ensino de Física (Online) |
Texto Completo: | https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2015v32n2p299 |
Resumo: | Some points of the controversy among the constructivists and critics are analyzed. We claim that the requirements of previous knowledge and self-learning attitudes are both in perfect conciliation with the cultural legacy acting on the learner, and with the needs of training and automatic procedures which can provide space for potentialities of more creative skills. |
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Caderno Brasileiro de Ensino de Física (Online) |
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A controversy around the scientific education: the supporters and critics of ConstructivismUma controvérsia em torno da educação científica: partidários e críticos do construtivismoSome points of the controversy among the constructivists and critics are analyzed. We claim that the requirements of previous knowledge and self-learning attitudes are both in perfect conciliation with the cultural legacy acting on the learner, and with the needs of training and automatic procedures which can provide space for potentialities of more creative skills.Analisamos alguns pontos da controvérsia entre construtivistas e seus críticos. Argumentamos que as necessidades de conhecimento prévio e de protagonismo do aprendiz em sua própria construção do conhecimento são conciliáveis tanto com o imprescindível legado cultural recebido pelo aprendiz quanto com os treinamentos por automação e repetição de procedimentos que podem liberar potencialidades para habilidades mais criativas.Imprensa Universitária - UFSC2015-07-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2015v32n2p29910.5007/2175-7941.2015v32n2p299Caderno Brasileiro de Ensino de Física; v. 32 n. 2 (2015); 299-3192175-79411677-2334reponame:Caderno Brasileiro de Ensino de Física (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2015v32n2p299/29828Copyright (c) 2015 Caderno Brasileiro de Ensino de Físicainfo:eu-repo/semantics/openAccessBastos Filho, Jenner Barretto2018-03-16T12:04:35Zoai:periodicos.ufsc.br:article/39516Revistahttp://www.periodicos.ufsc.br/index.php/fisicaPUBhttps://periodicos.ufsc.br/index.php/fisica/oaicbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com2175-79411677-2334opendoar:2018-03-16T12:04:35Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
A controversy around the scientific education: the supporters and critics of Constructivism Uma controvérsia em torno da educação científica: partidários e críticos do construtivismo |
title |
A controversy around the scientific education: the supporters and critics of Constructivism |
spellingShingle |
A controversy around the scientific education: the supporters and critics of Constructivism Bastos Filho, Jenner Barretto |
title_short |
A controversy around the scientific education: the supporters and critics of Constructivism |
title_full |
A controversy around the scientific education: the supporters and critics of Constructivism |
title_fullStr |
A controversy around the scientific education: the supporters and critics of Constructivism |
title_full_unstemmed |
A controversy around the scientific education: the supporters and critics of Constructivism |
title_sort |
A controversy around the scientific education: the supporters and critics of Constructivism |
author |
Bastos Filho, Jenner Barretto |
author_facet |
Bastos Filho, Jenner Barretto |
author_role |
author |
dc.contributor.author.fl_str_mv |
Bastos Filho, Jenner Barretto |
description |
Some points of the controversy among the constructivists and critics are analyzed. We claim that the requirements of previous knowledge and self-learning attitudes are both in perfect conciliation with the cultural legacy acting on the learner, and with the needs of training and automatic procedures which can provide space for potentialities of more creative skills. |
publishDate |
2015 |
dc.date.none.fl_str_mv |
2015-07-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2015v32n2p299 10.5007/2175-7941.2015v32n2p299 |
url |
https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2015v32n2p299 |
identifier_str_mv |
10.5007/2175-7941.2015v32n2p299 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2015v32n2p299/29828 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2015 Caderno Brasileiro de Ensino de Física info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2015 Caderno Brasileiro de Ensino de Física |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Imprensa Universitária - UFSC |
publisher.none.fl_str_mv |
Imprensa Universitária - UFSC |
dc.source.none.fl_str_mv |
Caderno Brasileiro de Ensino de Física; v. 32 n. 2 (2015); 299-319 2175-7941 1677-2334 reponame:Caderno Brasileiro de Ensino de Física (Online) instname:Universidade Federal de Santa Catarina (UFSC) instacron:UFSC |
instname_str |
Universidade Federal de Santa Catarina (UFSC) |
instacron_str |
UFSC |
institution |
UFSC |
reponame_str |
Caderno Brasileiro de Ensino de Física (Online) |
collection |
Caderno Brasileiro de Ensino de Física (Online) |
repository.name.fl_str_mv |
Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC) |
repository.mail.fl_str_mv |
cbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com |
_version_ |
1799940573444964352 |