From conceptual change to discourse analysis. The paradigm shift induced in Science Education by e-Learning
Palavras-chave:
Activity Theory, Discursive Psychology, Distributed Cognition, Learning Communities, Learning Environments, Situated Cognition, Social ConstructionismResumo
"In addition to explaining the complex paradigm shift from conceptual change to discourse analysis in Science Education, due, mainly, to the increasing influence of the use of electronic communication for learning, the aim of this paper is to describe the most significant current practices in Science Education and Distance Learning associated with this new paradigm, particularly those that may fall under distributed constructionism: Such practices build both on constructionism and distributed cognition, focusing particularly on the use of computer networks to support students working together on design and construction activities, the latter being particularly effective in supporting the development of knowledge-building communities.
Key concepts: Activity Theory; Discursive Psychology; Distributed Cognition; Learning Communities; Learning Environments; Situated Cognition; Social Constructionism.
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COSTA PEREIRA, D. (2008). From conceptual change to discourse analysis. The paradigm shift induced in Science Education by e-Learning. In <i>Educação, Formação & Tecnologias</i>; vol.1(1); pp. 66-77. Disponível em http://eft.educom.pt.
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