Resumo

BUTELER, Laura Maria  e  COLEONI, Enrique Andrés. Ciência educ. [online]. 2011, vol.17, n.04, pp.903-925. ISSN 1516-7313.

The present work is a) a comparative analysis of two theoretical approaches for cognition in Physics Problem Solving, and b) a discussion of the extent to which both of these approaches are able to account for protocols of students solving problems. One of the approaches is grounded on the classical expert-novice difference studies. The other one is a theoretical framework based on a manifold and context-sensitive view of cognition. The analysis addresses two key aspects of problem solving: the nature of the knowledge involved and the processes that takes place. The result of this analysis points out the limitations and the benefits of these approaches in order to understand why students do what they do when solving problems.

Palavras-chave : Theory; Phenomenology; Cognition; Physics Problem Solving.

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