Structures of understanding at the root of science education

Abstract

IntroductionIn this and in a forthcoming contribution to this journal we suggest and outline a discussion pattern about the matching between knowledge production (and evolution) and culture reproduction (and evolution). We believe that it is appropriate to re-examine the basic aspects of science education within a broader cultural ground, in order to channel meaningful problems into meaningful dynamics.We are fully aware of the enormous complexity of the issue and, therefore, feel it more useful to present some hints than to venture directly into firm proposals. These follow quite directly, however, once we accept some premises, and are quite at variance with many established 'up-to-date' practices. We also realize that from several points of view our arguments could be seen as a collection of self-evident, even immaterial comments and statements. However, the urgency for this kind of insight comes from our recognition that cues most affecting our cognitive behaviour (this includes the one we attempt to induce in children and teachers) are often skipped over in planning educational interventions and that test and curriculum proposals often float as divergent over-structures on top of the real and urgent cognitive problems of so many people.We wish to thank those individuals-fellow researchers, teachers, children-whose enlightening open-mindedness in discussions on knowledge and understanding stands at the basis of our study. As our comments tend to provoke readers' reactions on the basis of their knowledge systems, we feel it better not to quote the host of written thoughts one can easily refer to, in order to systematize this approach.

Modeling as a teaching learning process for understanding materials: A case study in primary education

“…In agreement with Arcà et al (1984), we believe that models work as translators of "forms of perceived reality," understood as attempts of rational reconstruction accessible to understanding. We consider that the capacity for organizing these forms, by imposing them semantically on phenomena, is acquired by exercising modeling processes such as that analyzed in this study.…”

“…This strategy is based on the cognitive ability to separate a system into some of its constituting elements in order to later relate this discreteness into an identifiable continuum. This constant game of "making discrete-recomposing in continuum" works in a complementary fashion and plays an important role in the rational reconstructions of phenomena (Arcà, Guidoni, & Mazzoli, 1983, 1984Guidoni, 1987). Students observe water, a metal, or other materials as something continuous and have to learn, however, to think on them by imagining it as discrete entities that are useful in reporting the behavior of the visible continuum.…”

Experiencias pedagógicas realizadas con hongos de la Patagonia

“…El enfoque narrativo y experiencial posibilitó un espacio de construcción colectiva de conocimientos, lenguajes y experiencias que favorecieron la modelización y la construcción de significados en relación a los saberes y prácticas referidas al conocimiento y uso tradicional de los hongos. A partir de ellos los/as alumnos/ as enriquecieron sus conocimientos previos con los nuevos datos e ideas surgidos del intercambio, basado en el respeto a sus identidades culturales (Arcà et al, 1990;Jegede et al, 1999).…”