The problematic of the concepts formation process finds explanation in the several philosophical currents, among which the empiricist and the dialecti cal-materialistic can be mentioned. The former believes that the concepts formative scheme must be supported by the sensorial experience and by the object represen tation capacity, while the second gives great importance to the historically built knowledge, highlighting the aspects related to its antogenesis as well as to its phylo genesis. In this direction, the present work aims to contribute to the research in che mical education, as it searches an approximation between the psychological-phi losophical and the didactic-pedagogic investigation, particularly in relation to the study of the scientific concepts development on teaching and learning.
Concepts; teaching and learning; chemistry