Conhecimento escolar em química: processo de mediação didática da ciência

Abstract

The aim of this article is to present a contribution of the school knowledge research to Chemistry Teaching. The object of research is school knowledge on physical sciences, considering the existence of a rupture between scientific knowledge and everyday knowledge. The differences between analogies and metaphors and the process of didactic mediation were thoroughly exam- ined. The conclusion is that the process of didactic mediation is built on their own cognitive con- figurations, which not always make public the private scientific knowledge to certain social groups.