Analysis of Interfaces from the Points of View of Epistemology and Didactics

摘要: We propose an analysis of the interface learning environments in domain physics from epistemological point view. In particular we consider that construction meaning needs to take into account three main levels: theory, model and experimental field. Even everyday contexts, use a “theoretical positioning” interpret perceived facts. perspective, distance between learners’ constructed “forms expression” at (Hutchins & al.) environment view which underlies its response action is analysed.