Question influence over scientific conceptions formation: an interpretation essay

Abstract

In this article one deals with the theme of the influence    of    the    question    over    scientific conceptions   inside   school.   The   aim   was   to uphold  the  thesis  concerning  the  right  use  of the  question  inside  teaching-learning  process, which  constitutes  a  didactic  tool  for  scientific conceptions  formation.  The  method  employed was   the   traffic   from   abstract   to   concrete, according  to  Karl  Marx’s  formulations.  Theresults  consist  on  a  theoretical  generalization of   researches   developed   between   2009   and 2016.  One  concludes  that  the  use  of  question, the  formation  of  theoretical thought  and  the teaching-learning are connected themes in the ambit  of  dialectic  philosophy,  of  didactics  and of  pedagogical  psychology.  One  explains  the deep  relations  that  the  question  sets  among those  ambits  of  science.  One  verifies  that  the upheld  thesis  and  it  contributes  to  a  roll  of indicators  that  allow  to  evaluate  the  didactic functionality    of    the    question    concerning scientific conceptions formation inside school.