La función del lenguaje en un enfoque constructivista del aprendizaje de las ciencias

Abstract

A constructivist view of science learning involves the overall knowledge of cultural factors wich can affect this process. The new trends in the theoretical aspects agree with the acceptance of the interactive nature of the language- thinking relationship. Simultaneously, some research papers show the relationship between language and cultural surroundings. In this paper we try to establish the experimental justification of the relevance of semantic analysis of the pupil's language and to test some hypotheses about the language role in concept making.