Remembering: contributions to the understanding of the learning process of scientific concepts

Abstract From ancient Greece memory is understood, above all, as a place of information storage. We consider that such a model is limited for understanding the process of learning scientific concepts. In this article, we aimed to investigate how the learning process of these concepts occurs in the classroom, by understanding the recall process. Thus, we propose a model that considers that, when the student is in a situation of learning a scientific concept, he/she reconfigures previous knowledge from the recollection, constructing new modes of thinking proper to the scientific context. We believe that our model can contribute to understanding the learning process, taking into account the recall process. Thus, we stimulate empirical studies that, in addition to helping to improve the model, can show us how the learning process works in a holistic perspective, allowing future teaching methods to be proposed.