LEARNING EXACT SCIENCES IN UPPER SECONDARY EDUCATION FROM STUDENTS’ CONCEPTIONS AND THE USE OF TECHNOLOGICAL MEDIATIONS
DOI:
https://doi.org/10.56219/trascendere.v3i8.6642Keywords:
learning, exact sciences, student conceptions, upper secondary education, technological mediationsAbstract
This article addresses the learning of Exact Sciences in upper secondary education through a perspective that connects Chemistry, Mathematics, students’ conceptions, and technological mediations. Its objective is to analyze the learning of Exact Sciences in upper secondary education from students’ conceptions and the use of technological mediations. The text develops a theoretical reflection aimed at understanding how students interpret scientific content, how they face the abstraction required by these subjects, and what role digital resources play in the construction of school knowledge. Learning science is understood as more than repeating formulas or procedures, since it involves prior ideas, classroom experiences, specialized language, and forms of reasoning. The discussion also argues that technologies gain pedagogical value when they support explanation, the representation of phenomena, and dialogue around errors. Thus, the connection between disciplinary knowledge, student experience, and teacher mediation offers a way to strengthen teaching practices that are closer to classroom realities and more attentive to students’ academic trajectories. In this sense, the article provides a basis for thinking science education as a situated process rather than a merely technical task.
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