%0 Journal Article
%T Diferentes concep£¿£¿es da ci¨ºncia e implica£¿£¿es para seu ensino
%A Hosoume
%A Yassuko
%A Oliveira
%A Rebeca Vilas Boas Cardoso de
%J Educar em Revista
%D 2012
%I Universidade Federal do Paran¨¢
%R 10.1590/S0104-40602012000200008
%X a scientific theory is a self-contained knowledge system with structuring elements - the parts - that, when considered through their internal logic, constitute an articulated total. the parts represent a local, conceptual and deep knowledge of the theory, whereas the total represents the utilization of space, the rational and the formalizing - meaning knowledge in extension. inside a physics theory, the choice of compound elements in combination with the way they mingle, reveal a specific conceptual structure, which results in a particular product. if this product has a synchronic and spatial nature, a proposal for its teaching will require an epistemological disassembling of its origin, followed by a pedagogical reconstruction, that focuses and classifies the parts in a diachronic and linear way. the analysis of the classic mechanics introduced by schoolbooks, duly approved by pnld/2011, illustrates the particularities of the disassembling and reconstruction of this physics theory, revealing the different aspects implied within this work suggested for its teaching.
%K conceptual structure
%K physic knowledge
%K conceptual map
%K textbook.
%U http://www.scielo.br/scielo.php?script=sci_abstract&pid=S0104-40602012000200008&lng=en&nrm=iso&tlng=en