Abstract
The main idea expressed in this paper is that scientific concepts, as teaching objects, are invested with meaning through epistemic, cognitive and semiotic significations. It is described how the concept of sound is presented through: a) the various scientific and non-scientific fields in which sound constitutes an object of study and research, b) the students’ personal formation of knowledge and c) the modes that sound can be represented in the material world. Such an approach allows us to define the structure elements used in the teaching of concepts and phenomena even before these become active teaching objects. This seems to be useful in lesson planning, in the training of pre-service and in-service science teachers, as well as in curricula design. Article visualizations:
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