Neurociência e as múltiplas representações: uma convergência para o ensino de ciências

Abstract

As well as the references of the area of science education, which defend the use of different forms of communication in the teaching and learning process and respect the students' cognitive individuality, recent studies of neuroscience point to some results that fit into this perspective, linking fundamental knowledge of the neurobiological bases of learning, of memory, of emotions. The neuroscience point to that the more resources are appointed in the communication of information, the greater the chances of it becoming a long lasting memory. The science teaching presupposes a group of different symbols and forms of communication, and because of this, becomes questionable an educational scheme based on a single representative format. As pointed out by international evaluation programs and our curricular guidelines, the process of learning science involves a representational challenge in a variety of contexts. This paper presents arguments and aspects of science teaching going to meet postulates of the neuroscience area, where both can support and contribute about the process of teaching practice.