Volume 4, Issue 1, June 2020, Page: 8-18
Using Didactic Transposition Theory and the Concept Maps Tool to Build a Theory of Scientific Knowledge
Luiz Adolfo de Mello, Physics Department, Universidade Federal de Sergipe, Sergipe, Brazil
Received: Dec. 3, 2019;       Accepted: Dec. 18, 2019;       Published: Jan. 10, 2020
DOI: 10.11648/j.ajeit.20200401.12      View  352      Downloads  125
We will present here the Scientific Knowledge Theory (SKT) along with one of its possible research methodologies, that is, together with concept mapping as an algorithmic language (CMA). That is, at the moment that a given author produces a given text or hypertext, to be this an educational text, a report, an article or scientific text it "materializes" as a set of ideas, hypotheses, explanatory models, theory and/or experimental facts in a written form, implied in its most general form. In this moment we have the occurrence of an "educational fact." It is proposed here that a theory of Scientific Knowledge Transposition or Didactic Transposition, provided with a research methodology and based on pedagogical facts constitutes a branch of the social sciences. That this new theory, the "Theory of Scientific Knowledge", can be easily generalized to other forms of knowledge. Its basis will be formulated on the sciences of physics and mathematics. As an application we will study the structure of knowledge of Max Planck's theory of Blackbody Radiation and how it is transposed to the various educational levels.
Theory of Knowledge, Teacher Training, Didactic Transposition, Concept Mapping, Scientific Methodology
To cite this article
Luiz Adolfo de Mello, Using Didactic Transposition Theory and the Concept Maps Tool to Build a Theory of Scientific Knowledge, American Journal of Education and Information Technology. Vol. 4, No. 1, 2020, pp. 8-18. doi: 10.11648/j.ajeit.20200401.12
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