<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062012000200007</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O experimento investigativo e representações de alunos de ensino médio: obstáculos epistemológicos em questão]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zuliani]]></surname>
<given-names><![CDATA[Silvia Regina Quijadas Aro]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bocanegra]]></surname>
<given-names><![CDATA[Carlos Henrique]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gazola]]></surname>
<given-names><![CDATA[Rodrigo José Cristiano]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Daiane dos Santos]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mello]]></surname>
<given-names><![CDATA[Denise Fernandes de]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A07">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2012</year>
</pub-date>
<volume>22</volume>
<numero>40</numero>
<fpage>100</fpage>
<lpage>113</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062012000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062012000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062012000200007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este trabalho teve por finalidade explorar o potencial teórico-metodológico de uma atividade investigativa como recurso didático para o processo de construção e validação de hipóteses. Objetivou-se, também, analisar as interpretações discursivas - representações - produzidas pelos alunos quando se deparam com fenômeno(s) que não consegue(m) explicar, ou explicam utilizando argumentos distorcidos do ponto de vista científico. Nesta perspectiva, as representações dos alunos foram discutidas tendo em conta a presença de obstáculos epistemológicos bachelardianos. Os resultados mostram que nessas representações aparecem os obstáculos animistas e realistas, os quais podem dificultar a compreensão dos conceitos científicos por parte dos alunos. Apenas ocasionalmente aparece o obstáculo verbalista, relacionado com o uso de uma linguagem comum para explicar certo conceito científico. O obstáculo substancialista também se faz presente por meio da “propriedade substancial” responsável por algumas distorções conceituais produzidas pelos alunos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This study aimed to explore the methodological and theoretical potential of an inquiring activity as a teaching resource for the construction and validation of hypotheses. We will also examine the discursive interpretations - representations - produced by students when faced with the phenomenon (s) that cannot explain or they explain using arguments distorted of the scientific point of view. In this perspective, the representations of the students were discussed taking into account the presence of bachelardian epistemological obstacles. The results show that appear in the representations of the students realistic and animist obstacles, which may hinder the understanding of scientific concepts by students. Only occasionally appears verbal obstacle, related to the use of a common language to explain a scientific concept. Substanticialistic obstacle is also present through the "substantial properties" responsible for some the conceptual distortions produced by the students.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino por Investigação]]></kwd>
<kwd lng="pt"><![CDATA[Obstáculos Epistemológicos]]></kwd>
<kwd lng="en"><![CDATA[Teaching for Inquiring]]></kwd>
<kwd lng="en"><![CDATA[Epistemological Obstacles]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>O  experimento investigativo e representa&ccedil;&otilde;es de alunos de ensino m&eacute;dio:  obst&aacute;culos epistemol&oacute;gicos em quest&atilde;o.</h2> <h3>The inquiry-based experiment and representations of  high school students: epistemological obstacles in question.</h3>     <p>&nbsp;</p> <h4>Silvia  Regina Quijadas Aro Zuliani, Carlos Henrique Bocanegra, Rodrigo Jos&eacute; Cristiano  Gazola, Daiane dos Santos Martins, Denise Fernandes de Mello    <br> </h4></font>       ]]></body><back>
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</article>
