DIFFERENT TEACHING MODELS AND RESPECTIVE KIND OF PROBLEMS AND PROBLEM SOLVING

Different teaching models were being adopted over time that must be classified in four types : the classic teaching by exposition (TBE); the teaching by discovery (TBD), whose version of inquiry teaching is still defended by many teachers; the teaching by conceptual change (TBCC); and the teaching by investigation (TBI).

This communication has three objectives:
(i) to characterize and discriminate these teaching models, based on epistemological, psychological and didactic aspects;
(ii) to show, based on real examples, that the type of «problems» and the problem solving model adopted by teachers in the classrooms, included in the manuals, and adopted in exams, are consistent with the psychological and epistemological assumptions that underlie the different models of teaching;
(iii) to describe, and illustrate, with an example, an investigative way of problem solving perfectly integrated in a teaching by investigation, so that it can contribute to meaningful learning, using the knowledge Vee created by D. Bob Gowin, and that is a graphic organizer based on the meaningful learning theory.