THE APPROACH OF EVERYDAY KNOWLEDGE FROM THE THEORY OF SOCIAL REPRESENTATIONS

In this work we propose a conceptual approach in the study of everyday knowledge about natural phenomena associated with the learning of Science, from a psychosocial perspective. We understand that the students' everyday knowledge might be considered to be close to the social representations in its traditional definition. In line with this, to achieve learning, and the consequent conceptual reconstruction, would involve a change in the socially shared representations. We think that this approach will allow us to analyze and to reinterpret, in a more holistic way, the learning difficulties of Natural Sciences.