This work proposes the epistemological obstacle as a teaching device focused on knowledge, whose aim is to link general and specific aspects of the cognitive process. In particular, the construct captures the intentional character of knowledge by problematizing the relationship between the epistemic practices of the subject and the object of knowledge that is constituted through them. In the first part the problem is presented from an epistemological and a didactic standpoint. Then the theoretical work hypotheses are formulated. Finally, we discuss about the didactic role assumed by the concept of epistemological obstacle in the relationship between naive and expert physics. This paper opens up new directions of empirical research regarding the application of the concept of epistemological obstacle to the different teaching disciplines.
La dialettica generale/specifico alla luce del costrutto didattico di ostacolo epistemologico
Monica Tombolato
2018
Abstract
This work proposes the epistemological obstacle as a teaching device focused on knowledge, whose aim is to link general and specific aspects of the cognitive process. In particular, the construct captures the intentional character of knowledge by problematizing the relationship between the epistemic practices of the subject and the object of knowledge that is constituted through them. In the first part the problem is presented from an epistemological and a didactic standpoint. Then the theoretical work hypotheses are formulated. Finally, we discuss about the didactic role assumed by the concept of epistemological obstacle in the relationship between naive and expert physics. This paper opens up new directions of empirical research regarding the application of the concept of epistemological obstacle to the different teaching disciplines.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
