<?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>1983-2117</journal-id>
<journal-title><![CDATA[Ensaio Pesquisa em Educação em Ciências]]></journal-title>
<abbrev-journal-title><![CDATA[Ens. Pesqui. Educ. Ciênc.]]></abbrev-journal-title>
<issn>1983-2117</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-21172020000100304</article-id>
<article-id pub-id-type="doi">10.1590/21172020210109</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A CONCEITUALIZAÇÃO DE MODELOS EM FÍSICA: APROXIMAÇÕES E DISTANCIAMENTOS ENTRE AS VISÕES DE MARIO BUNGE E GÉRARD VERGNAUD]]></article-title>
<article-title xml:lang="es"><![CDATA[CONCEPTUALIZACIÓN DE LOS MODELOS EN FÍSICA: APROXIMACIONES Y DISTANCIAMIENTOS ENTRE LAS INTERPRETACIONES DE BUNGE Y VERGNAUD]]></article-title>
<article-title xml:lang="en"><![CDATA[MODEL CONCEPTUALISATION IN PHYSICS: APPROXIMATIONS AND DIFFERENCES BETWEEN BUNGE&#8217;S AND VERGNAUD&#8217;S UNDERSTANDINGS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MACHADO]]></surname>
<given-names><![CDATA[JULIANA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BRAGA]]></surname>
<given-names><![CDATA[MARCO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Federal de Educação Tecnológica Celso Suckow da Fonseca  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>22</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172020000100304&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172020000100304&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172020000100304&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Esse estudo visa contribuir para o entendimento do processo de conceitualização de modelos no ensino-aprendizagem de Física articulando dois referenciais teóricos de análise: um referencial epistemológico - a teoria sobre modelos de M. Bunge - e um referencial cognitivo - A Teoria dos Campos Conceituais de G. Vergnaud. Ao discutir aproximações e distanciamentos entre as visões desses autores, apontamos a compatibilidade entre as suas compreensões sobre a natureza do conhecimento e sobre a relação entre o conhecimento e seu referente, que constitui um aspecto-chave da modelização. Concluímos que esses dois referenciais teóricos podem ser articulados e defendemos que essa articulação pode contribuir para avançar no entendimento de como os estudantes conceitualizam o processo de modelização e os próprios conceitos científicos na aprendizagem científico-escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Este estudio pretende contribuir al entendimiento del proceso de conceptualización de modelos en la enseñanza-aprendizaje de Física articulando dos referenciales teóricos de análisis: un referencial epistemológico &#8213;la teoría sobre modelos de M. Bunge&#8213; y un referencial cognitivo &#8213;La Teoría de los Campos Conceptuales, de G Vergnaud&#8213;. Al discutir aproximaciones y distanciamientos entre las visiones de estos autores, apuntamos la compatibilidad entre sus comprensiones sobre la naturaleza del conocimiento y sobre la relación entre el conocimiento y su referente, que constituye un aspecto clave de la modelización. Concluimos que estos dos referenciales teóricos pueden ser articulados y defendemos que esa articulación puede contribuir a avanzar en el entendimiento de cómo los estudiantes conceptualizan el proceso de modelización y los propios conceptos científicos en el aprendizaje científico-escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This study aims to contribute to understanding the process of conceptualisation of models in physics teaching by articulating two theoretical frameworks: an epistemological framework - M. Bunge&#8217;s theory about models - and a cognitive referential - G. Vergnaud&#8217;s Theory of Conceptual Fields. When discussing approximations and differences between the views of these authors, we point out the compatibility between their understandings about the nature of knowledge and the relation between knowledge and its referent, which is a key aspect of modeling. We conclude that these two theoretical references can be articulated, and we argue that this articulation can contribute to advance in the understanding of how students conceptualize the modelling process.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Modelização]]></kwd>
<kwd lng="pt"><![CDATA[Epistemologia]]></kwd>
<kwd lng="pt"><![CDATA[Teoria dos Campos Conceituais]]></kwd>
<kwd lng="es"><![CDATA[Modelización]]></kwd>
<kwd lng="es"><![CDATA[Epistemología]]></kwd>
<kwd lng="es"><![CDATA[Teoría de los Campos Conceptuales]]></kwd>
<kwd lng="en"><![CDATA[Modelling]]></kwd>
<kwd lng="en"><![CDATA[Epistemology]]></kwd>
<kwd lng="en"><![CDATA[Theory of Conceptual Fields]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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