Rememoração: contribuições para a compreensão do processo de aprendizagem de conceitos científicos

Abstract

ResumoDesde a Grécia Antiga a memória é compreendida, sobretudo, como um local de armazenamento de informações. Consideramos que tal modelo é limitado para a compreensão do processo de aprendizagem de conceitos científicos. Neste artigo, tivemos como objetivo investigar como se dá o processo de aprendizagem desses conceitos, em sala de aula, a partir da compreensão do processo de rememoração. Assim, propomos um modelo que considera que, quando o sujeito está numa situação de aprendizagem de um conceito científico, ele ressignifica conhecimentos prévios a partir da rememoração, construindo novos modos de pensar próprios do contexto científico. Acreditamos que nosso modelo pode contribuir para compreender o processo de aprendizagem, levando em consideração o processo de rememoração. Estimulamos, assim, estudos empíricos que, além de ajudarem a melhorar o modelo, podem nos mostrar indícios de como funciona o processo de aprendizagem numa visão holística, permitindo propor, futuramente, métodos de ensino. Palavras-chave:Memória; conceito; aprendizagem. Remembering: contributions to the understanding of the learning process of scientific concepts AbstractFrom ancient Greece memory is understood, above all, as a place of information storage. We consider that such a model is limited for understanding the process of learning scientific concepts. In this article, we aimed to investigate how the learning process of these concepts occurs in the classroom, by understanding the recall process. Thus, we propose a model that considers that, when the student is in a situation of learning a scientific concept, he/she reconfigures previous knowledge from the recollection, constructing new modes of thinking proper to the scientific context. We believe that our model can contribute to understanding the learning process, taking into account the recall process. Thus, we stimulate empirical studies that, in addition to helping to improve the model, can show us how the learning process works in a holistic perspective, allowing future teaching methods to be proposed.Keywords: Memory; concept; learning. Rememoración: contribuciones a la comprensión del proceso de aprendizaje de conceptos científicos ResumenDesde la Antigua Grecia la memoria es comprendida, especialmente, como un sitio de almacenamiento de informaciones. Consideramos que tal modelo es limitado para la comprensión del proceso de aprendizaje de conceptos científicos. En este artículo, tuvimos como objetivo investigar cómo se da el proceso de aprendizaje de esos conceptos, en sala de clase, a partir de la comprensión del proceso de rememoración.Así, proponemos un modelo que considera que, cuando el sujeto está en situación de aprendizaje de un concepto científico, él resignifica conocimientos previos a partir de la rememoración, construyendo nuevos modos de pensar propios del contexto científico. Creemos que nuestro modelo pueda contribuir para comprender el proceso de aprendizaje, llevando en consideración el proceso de rememoración. Estimulamos, así, estudios empíricos que...

Memory, Imagination, and Meaning-Making in Learning Scientific Concepts: a Case Study About the Concept of Substance in Chemistry

“…Even a culturally stable meaning can go through tensions and go through times of instability as long as a new situation emerges and requires it. In this sense, we consider that concepts are not fixed structures or entities, but the product of relations between subject and environment, acquiring relatively stable forms in given situations (Valsiner 2009(Valsiner , 2011Mortimer and El-Hani 2014;Silva and Lyra 2017). This is related to a dialectical view on the relations between the external and internal planes also defended by Vygotsky (Wertsch and Stone 1985;Daniels 2013).…”

“…In order to grasp the learning process, focused on in this article on the concept of substance in chemistry, it is necessary to understand the role of remembering prior knowledge. For this, it is necessary to understand the relation between memory and learning, in which memory becomes a process that promotes new syntheses making new meanings emerge from a dialectical process, through the analysis of the process of remembering (Bartlett 1932;Wagoner 2011;Silva and Lyra 2017). From this perspective, we need to abandon the idea that memory is an ordinary storage and that learning means good accuracy to recall concepts, definitions, and formulas.…”

“…Then, the mediation of these signs in learning (from imagination) is possible due to the action of the subject in the present over instructional materials and other cultural elements. This will create possibilities for learning trajectories in the future, which will appear as a Zone of Proximal Development of the subject (Silva and Lyra 2017).…”