MODEL CONCEPTUALISATION IN PHYSICS: APPROXIMATIONS AND DIFFERENCES BETWEEN BUNGE’S AND VERGNAUD’S UNDERSTANDINGS

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’s theory about models - and a cognitive referential - G. Vergnaud’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.

Keywords:
Modelling; Epistemology; Theory of Conceptual Fields