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Fundamentos de la teoría de los Campos Conceptuales de Gerard Vergnaud

Abstract:

Vergnaud’s conceptual field theory is a benchmark used with great success in recent years (André, 2004; Escudero, Moreira y Caballero, 2009; Meleán, Arrieta and Escalona, 2010; among others). The purpose of this study was to review the ideas of Piaget and Vygotsky as sources of inspiration of the foundations of Vergnaud’s theory, who beyond explaining as it is the formation and development of human knowledge, to understand learning processes in the classroom, considering whether educational proposals in the light of cognitive aspects of learners, as elements of the history and philosophy of science, environment needs, technological and information resources, among others, that contribute to the construction of significant knowledge in students. The main characteristic elements of this theory are also analyzed: concepts, diagrams, operational invariants, signifiers and meanings, situations, and conceptual fields, to find similarities, antagonisms and completeness of the three authors. In conclusion we can say that work Vergnaud is an improvement of Piaget and Vygotsky theories, in order to incorporate their ideas into a theory that the school will establish new relationships between teachers, students and content either math or science.