The Epistemological Dynamics of Models in Education

Abstract

The article is part of the theoretical refoundation of an important component of pedagogy, that of models in education, as a conjunction of the efficiency of learning and teaching at student level. This is a prolific field, which is configured on several analytical axes, decanting the specifics of modeling and the model. Entering the territory itself, a series of definitions of models are highlighted, such as those representing a system, a pattern, etc. Encapsulated in the various assertions of specialists, correlated with the interrogative approach in education, the theory of educational models announces new possibilities of knowledge and application in the educational process. Dimensions such as knowledge, learning, pragmatics, etc. are questioned. The approach opens up themes for reflection through brackets, and references to pressing problems, which deserve to be the object of substantial research.
Keywords: model, modeling, model theory, educational model, mental representations, modeling scheme, learning.