%0 Journal Article
%T Scientific knowledge acquisition as a representational change process
%A Juan Ignacio Pozo
%J Investiga£¿£¿es em Ensino de Ci¨ºncias
%D 2002
%I Universidade Federal do Rio Grande do Sul
%X Most of science education research throughout many years, and the teaching models resulting fro this research, has been devoted, without much success, to promote the so-called conceptual change. In this paper students' alternative knowledge is interpreted as embodied implicit representations and it is argued that conceptual change must be interpreted as representational change.
%K conceptual change
%K representational change
%K implicit representations
%U http://www.if.ufrgs.br/ienci/artigos/Artigo_ID92/v7_n3_a2002.pdf