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Makale Özeti:
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What is learning? What is teaching? What would be students and teachers’ role regarding the process of learning and teaching? These are basic questions that have been answered in different ways throughout the twentieth century by various currents of thought in the field of education. As teachers we also tend to respond to them based on our past pedagogical readings and experiences, resulting in a plurality of positions where cognitivism, socio-cultural, behavioral, and political aspects can be appreciated jointly or to some degree polarized relative to each other.
In the early 1990s, Gerard Vergnaud also contributed to these questions in formulating The Conceptual Field Theory. Although the foundations of this theoretical body, in a first reading, are aligned with the Piagetian tradition, later developments contemplated the social construction of action schemes and, consequently, of the amalgam of concepts and thought operations that confer operability to human actions.
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