O ensino por investigação como campo conceitual na teoria de Vergnaud

Abstract

In this paper, we present results of a larger research which aims to investigate the impact of a graduate course in Science Teaching. Here, we present an opportunity to understand the inquiry teaching as conceptual field in Vergnaud’s theory. This research associates the concept of inquiry teaching with the main concepts of the Theory of Conceptual Fields. It still examines a teacher in continuous formation program to analyze the comprehension evolution by inquiry teaching in Theory of Conceptual Fields. The results contribute to the possibility of understanding the concept of inquiry teaching as the conceptual field. They also pointed to a comprehension evolution of teacher’s concept of inquiry teaching.