TY - JOUR AU - Claret Zambrano, Alfonso PY - 1998/01/01 Y2 - 2024/03/28 TI - La relación entre conocimiento común y conocimiento científico en el contexto de la enseñanza, aprendizaje y cambio conceptual de las ciencias JF - Tecné, Episteme y Didaxis: TED JA - Tecné. Episteme. Didaxis: TED VL - 0 IS - 3 SE - Artículo de investigación en DO - 10.17227/ted.num3-5704 UR - https://revistas.pedagogica.edu.co/index.php/TED/article/view/5704 SP - AB - <p>This paper analyses the research approach on the relationship between scientific<br />scholar knowledge of the teacher and common previous knowledge of students in<br />school within the context of teaching, learning and conceptual change in sciences.<br />The paper shows two sections: the first is about conceptual historical development of<br />the research question. ln this sense the first question was How the students learn<br />sciences and its transformation into the second, third , fourth and fifth question was<br />justified on the light of the reading of the following works, mainly: Piaget, A usubel ,<br />Driver, Vygotsky, and Bachelard, Canguilhem, Kuhn, Lakatos, Popper and others<br />authors. The second explains the research question taking into consideration the<br />meaning of the teacher, the pupil and the scientific knowledge in the classroom. For<br />this purpose it is necessary to design a conceptual structure in order to analyze the<br />relations, the concepts and the research problems of the teaching, learning and<br />assessment in sciences. The structure shows the relationship of the teacher and the<br />pupilas knowledge relationship. This is the cause why scientific knowledge must be<br />considered as the hard core of the science teaching. But scientific knowledge in this<br />case is seen as a product of the its historical and epistemological development and<br />the way as scientific knowledge changes in science is the basis forthinking about<br />conceptual change of students in the classroom. The paper ends showing the aims<br />of the researcher engaged in this approach.</p> ER -