Tendências educacionais em históricos sobre o Ensino de Ciências: a formação de conceitos científicos e o Ensino de Física

Abstract

Learning scientific concepts, dependent on factors internal and external to the learner, requires material resources and teaching actions that are constantly rethought, subsidized by assessment. Through ideas developed in Russian Psychology, such as those of Vygotsky and Galperin, in correlation with the potential of neuroscientific advances in recent decades, this bibliographic research is based, which brought together theses and dissertations published from 1972 to 1995 that focus on the history of Teaching of Science since 1960. Furthermore, the record of Physics Teaching is specifically analyzed, through works published from 1972 to 2006 and which deal with 1960 onwards, with the aim of an understanding based on Discursive Textual Analysis. The results show educational trends regarding concerns, practices and material means of teaching Physics