Knowledge mobilization in science education. An agentive activity characterization
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In science learning, the term mobilizing knowledge refers to applying what has been learned in new situations, contexts and problems. It is usually assumed that mobilizing learning is an intuitive activity that transforms implicit knowledge and ideas into explicit ideas through language. This paper reviews the classic conception of knowledge mobility. It communicates some limitations of this approach, such as reducing learning, confusing the term with transfer or generalization and presenting mobility as an intuitive act. The purpose is to propose knowledge mobility in science learning as an agentive activity that requires self-regulation and control of the mental actions that make up mobility. Based on Igor M. Arievitch's theory of agential activity, the mental actions necessary to actively engage in knowledge mobility are characterized. This position explains how knowledge mobility is an emergent activity that becomes efficient with the control and orientation of the activity itself. The explanation here presented is reflexive and theoretical through the dialogue between empirical references of science teaching and the theory of agential activity.
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