Educational implications of sociocultural theory: The development of scientific concepts in students from Bogotá

Abstract

Although learning a system of scientific concepts is the basis for the development of concepts in school, this objective is hindered by the fact that concepts are learned as empty words lacking adequate content. This study illustrates how Vygotsky’s ideas can be used to overcome that obstacle. In order to describe the process of understanding the concepts of environment and nature, a pedagogic strategy was implemented in a sample of seventh-grade students. Results show that the strategy was effective in helping students go beyond their preconceptions and be able to build adequate concepts, represented in models and expository texts.