Perspectivas actuais sobre o ensino das ciências: clarificação de caminhos

Abstract

The constructivist perspective of learning has contaminated the
guidance of the current scientific education, although the role of the student in building and
transforming knowledge is assumed in different ways by several authors. One of the main
figures in cognitive development is Barbara Rogoff, with the model of learning of thought.
The research on the knowledge of the student and of the teacher is currently a subject that
has been well investigated in the field of teacher training. Some studies about education
have contributed with some distinctive data between the ways of solving problems by a
student and the ways used by a specialist. It is possible, at this time, to synthesise the main
contributions of cognitive psychology to sciences teaching, in a model of strategies that should
be all-embracing; it is named as the “octopus teaching” model.