Theory of Conceptual Fields: visiting its essential foundations and prospects for teaching sciences

Detalhes bibliográficos
Autor(a) principal: Cedran, Débora Piai
Data de Publicação: 2019
Outros Autores: Kiouranis, Neide Maria Michellan
Tipo de documento: Artigo
Idioma: por
Título da fonte: Actio (Curitiba)
Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/7709
Resumo: The Theory of Conceptual Fields, developed by French philosopher, mathematician and psychologist Gérard Vergnaud (1933), is a cognitive theory that refers to the construction of concepts as its essential foundation. The knowledge of an individual, according to Vergnaud, is constructed insofar as this person manages to establish relationships and conceptualize certain situations or problems. Bearing in mind these assumptions, the aim of this study was to sketch some basics, introduced by Vergnaud, that are based on the Theory of Conceptual Fields, such as conceptual fields, concepts, situations, schemes, operative invariants and representations. To this end, his early and current studies were consulted. More than the assumptions, the Theory of Conceptual Fields has proven relevant to understanding the development processes of scientific knowledge, in addition to constructing a good point of reference for the study, elaboration and understanding of practices for teaching sciences.
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spelling Theory of Conceptual Fields: visiting its essential foundations and prospects for teaching sciencesTeoria dos campos conceituais: visitando seus principais fundamentos e perspectivas para o ensino de ciênciasPsicologia CognitivaAprendizagem; Teoria do Conhecimento; Ensino de Ciências; Campos ConceituaisLearning; Theory of Knowledge; Teaching Sciences; Conceptual FieldsThe Theory of Conceptual Fields, developed by French philosopher, mathematician and psychologist Gérard Vergnaud (1933), is a cognitive theory that refers to the construction of concepts as its essential foundation. The knowledge of an individual, according to Vergnaud, is constructed insofar as this person manages to establish relationships and conceptualize certain situations or problems. Bearing in mind these assumptions, the aim of this study was to sketch some basics, introduced by Vergnaud, that are based on the Theory of Conceptual Fields, such as conceptual fields, concepts, situations, schemes, operative invariants and representations. To this end, his early and current studies were consulted. More than the assumptions, the Theory of Conceptual Fields has proven relevant to understanding the development processes of scientific knowledge, in addition to constructing a good point of reference for the study, elaboration and understanding of practices for teaching sciences.A Teoria dos Campos Conceituais, desenvolvida por Gérard Vergnaud (1933), filósofo, matemático e psicólogo francês, é uma teoria cognitivista que se reporta à construção de conceitos como fundamento principal. Para Vergnaud o conhecimento de um indivíduo se constrói à medida que ele consegue estabelecer relações e conceitualizar determinadas situações ou problemas. Tendo em vista esses pressupostos, o objetivo desta produção foi traçar alguns fundamentos, trazidos por Vergnaud, que embasam a Teoria dos Campos Conceituais, tais como: campos conceituais, conceitos, situações, esquemas, invariantes operatórios e as representações. Para tal, foram consultadas suas produções iniciais e atuais. Mais que os pressupostos, a Teoria dos Campos Conceituais se mostra relevante para o entendimento dos processos de desenvolvimento dos conhecimentos científicos pelos indivíduos, além de se constituir um bom referencial para o estudo, elaboração e compreensão de práticas para o ensino de ciências.Universidade Tecnológica Federal do Paraná (UTFPR)Cedran, Débora PiaiKiouranis, Neide Maria Michellan2019-04-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos pares, Artigos Originais, Artigos de Revisãoapplication/pdftext/htmlhttps://periodicos.utfpr.edu.br/actio/article/view/770910.3895/actio.v4n1.7709ACTIO: Teaching in Sciences; v. 4, n. 1 (2019); 63-86ACTIO: Docência em Ciências; v. 4, n. 1 (2019); 63-862525-892310.3895/actio.v4n1reponame:Actio (Curitiba)instname:Universidade Tecnológica Federal do Paraná (UTFPR)instacron:UTFPRporhttps://periodicos.utfpr.edu.br/actio/article/view/7709/6089https://periodicos.utfpr.edu.br/actio/article/view/7709/6090Direitos autorais 2019 CC-BYhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2022-10-18T23:53:57Zoai:periodicos.utfpr:article/7709Revistahttps://periodicos.utfpr.edu.br/actio/PUBhttps://periodicos.utfpr.edu.br/actio/oaimarcelolambach@utfpr.edu.br||actio-ct@utfpr.edu.br||periodicos@utfpr.edu.br2525-89232525-8923opendoar:2022-10-18T23:53:57Actio (Curitiba) - Universidade Tecnológica Federal do Paraná (UTFPR)false
dc.title.none.fl_str_mv Theory of Conceptual Fields: visiting its essential foundations and prospects for teaching sciences
Teoria dos campos conceituais: visitando seus principais fundamentos e perspectivas para o ensino de ciências
title Theory of Conceptual Fields: visiting its essential foundations and prospects for teaching sciences
spellingShingle Theory of Conceptual Fields: visiting its essential foundations and prospects for teaching sciences
Cedran, Débora Piai
Psicologia Cognitiva
Aprendizagem; Teoria do Conhecimento; Ensino de Ciências; Campos Conceituais
Learning; Theory of Knowledge; Teaching Sciences; Conceptual Fields
title_short Theory of Conceptual Fields: visiting its essential foundations and prospects for teaching sciences
title_full Theory of Conceptual Fields: visiting its essential foundations and prospects for teaching sciences
title_fullStr Theory of Conceptual Fields: visiting its essential foundations and prospects for teaching sciences
title_full_unstemmed Theory of Conceptual Fields: visiting its essential foundations and prospects for teaching sciences
title_sort Theory of Conceptual Fields: visiting its essential foundations and prospects for teaching sciences
author Cedran, Débora Piai
author_facet Cedran, Débora Piai
Kiouranis, Neide Maria Michellan
author_role author
author2 Kiouranis, Neide Maria Michellan
author2_role author
dc.contributor.none.fl_str_mv

dc.contributor.author.fl_str_mv Cedran, Débora Piai
Kiouranis, Neide Maria Michellan
dc.subject.por.fl_str_mv Psicologia Cognitiva
Aprendizagem; Teoria do Conhecimento; Ensino de Ciências; Campos Conceituais
Learning; Theory of Knowledge; Teaching Sciences; Conceptual Fields
topic Psicologia Cognitiva
Aprendizagem; Teoria do Conhecimento; Ensino de Ciências; Campos Conceituais
Learning; Theory of Knowledge; Teaching Sciences; Conceptual Fields
description The Theory of Conceptual Fields, developed by French philosopher, mathematician and psychologist Gérard Vergnaud (1933), is a cognitive theory that refers to the construction of concepts as its essential foundation. The knowledge of an individual, according to Vergnaud, is constructed insofar as this person manages to establish relationships and conceptualize certain situations or problems. Bearing in mind these assumptions, the aim of this study was to sketch some basics, introduced by Vergnaud, that are based on the Theory of Conceptual Fields, such as conceptual fields, concepts, situations, schemes, operative invariants and representations. To this end, his early and current studies were consulted. More than the assumptions, the Theory of Conceptual Fields has proven relevant to understanding the development processes of scientific knowledge, in addition to constructing a good point of reference for the study, elaboration and understanding of practices for teaching sciences.
publishDate 2019
dc.date.none.fl_str_mv 2019-04-14
dc.type.none.fl_str_mv


dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado pelos pares, Artigos Originais, Artigos de Revisão
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.utfpr.edu.br/actio/article/view/7709
10.3895/actio.v4n1.7709
url https://periodicos.utfpr.edu.br/actio/article/view/7709
identifier_str_mv 10.3895/actio.v4n1.7709
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.utfpr.edu.br/actio/article/view/7709/6089
https://periodicos.utfpr.edu.br/actio/article/view/7709/6090
dc.rights.driver.fl_str_mv Direitos autorais 2019 CC-BY
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2019 CC-BY
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade Tecnológica Federal do Paraná (UTFPR)
publisher.none.fl_str_mv Universidade Tecnológica Federal do Paraná (UTFPR)
dc.source.none.fl_str_mv ACTIO: Teaching in Sciences; v. 4, n. 1 (2019); 63-86
ACTIO: Docência em Ciências; v. 4, n. 1 (2019); 63-86
2525-8923
10.3895/actio.v4n1
reponame:Actio (Curitiba)
instname:Universidade Tecnológica Federal do Paraná (UTFPR)
instacron:UTFPR
instname_str Universidade Tecnológica Federal do Paraná (UTFPR)
instacron_str UTFPR
institution UTFPR
reponame_str Actio (Curitiba)
collection Actio (Curitiba)
repository.name.fl_str_mv Actio (Curitiba) - Universidade Tecnológica Federal do Paraná (UTFPR)
repository.mail.fl_str_mv marcelolambach@utfpr.edu.br||actio-ct@utfpr.edu.br||periodicos@utfpr.edu.br
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