Um estudo dos avan？os conceituais dos estudantes sobre calor e temperatura decorrentes da aplica？？o de uma estratégia de ensino inspirada na teoria de Lakatos

we report here a study about the application of a formal teaching strategy about heat and temperature concepts applied among high school students. the strategy belongs to a research trend which deals with epistemological analogies and has an innovative character related to the students' preparation for rational debates between conceptions and/or rival theories, using didactical rational reconstruction (drr) which aims to help scientific concepts rational learning. we investigate the outcomes of this preparation and students' conceptual development, analyzed through a qualitative-interpretative methodological approach.