Teaching, Learning and Cognition in Works of Science Teaching

Abstract

The paper makes explicit relations found among teaching, learning and cognition in works published on six ENPEC Editions which include these terms within their describers. With software ALCESTE and Nvivo, 154 works found were analyzed, supported by the content analysis. Amongst characteristics, it detaches that most of works come from the Southeast region, and they have the main instruments for data collection and research subjects in questionnaires and students, respectively. Theoretical reference is not always clearly and deepen defined. Teaching, learning, and cognition are expressed through methods, contents, and didactic-pedagogical techniques, and not by epistemological and cognitive foundations from which they come. It highlights the complexity involved in science teaching and teaching should lay on the study, research, also in deepen pedagogical, epistemological, cognitive, social foundations involved in these processes.