Scientific concepts are a very interesting issue in science education as well as in scientific research and suggest inquiries from diverse fields of study such as logic, epistemology, psychology, linguistics and others. Logical and epistemological issues as well as being important in cognitive process are of great significance in science teaching. The main purpose of this paper is to analyze Mario Bunge's meaning theory from an epistemological standpoint and Gérard Vergnaud's theory in the light of cognitive psychology. Relationships to an epistemological view of intricacies are established. Conclusions from this analysis are propounded as theoretically important relating to both teaching and learning processes in science in general and physics in particular.
Scientific conceptions evolution; Cognitive structure; Science education; Physics teaching