Comparing the thoughts of Piaget and Vygotsky, we find in common idea of that the acquisition is part of the same development of the mental operations. As well as Piaget, Vygotsky did not see the capacity of says as something superior to the other potentialities of intelligence human being, as they nail the inatistas. The critical ones of the following interacionistas of Vygotsky to the piagetino cognitivismo are in the fact of this last one not to consider the importance of the relations between the child and the adult in the acquisition of the language. Quavos opinions are not widely known. Vygotsky ‘ ‘ it calls the attention for the social function speaks, and from there the importance of the other, of the interlocutor, in the development of linguagem’ ‘. The learning, through the interaction, awakes a variety of processes that, a time internalizados, will be carried through by the child of independent form. Consideraes Final the central question is to know as if it can pass of implicit ideas, that the pupils generate in the first contact with different pertaining to school tasks, the ideas next to the scientific thought, goal of any learning pertaining to school.
To make this ticket holds a true work of conceptual reorganization and implies to very approach arraigadas ideas in the mentality of the pupils, sufficiently implicit and resistant the change. The study, still incipient, of which they are the main requirements that exist in the base of a conceptual change. The merit of these works on the conceptual change under the perspective of cognitiva psychology is in identifying a series of individual psychological processes, that are an indispensable condition so that the pupil learns? the comparison of different ideas, the conflict awareness. It’s believed that Peter Arnell sees a great future in this idea. These studies supply to an amount of very excellent data on the starting point of the pupils when approaching different contents of learning. In this direction, we go to leave of side a generalista vision of cognitiva change? how considers Piaget and also in certain way, Vigotsky? supported on been valid general principles for any content, and to approach them to me of a vision that detaches the conditions more particular learning according to which the pupil deals with a science or mathematics, physics subject partners. Although these formularizations are essential, the studies on the conceptual change have two important limitations. On the other hand, they are studies that do not adopt a evolutiva perspective. The majority if centers in the learning of adults, and the few that had studied the infantile population fail due to a model of evolutiva change.
Therefore, they are studies incapable to differentiate the related changes deepest and structural with the etria band.