A conceptual and taxonomic model to structure the field science-technology-society (or nature of science and technology, or whatever it is called)
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | spa |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.34624/id.v11i2.5914 |
Resumo: | The specialists and researchers in science education agree that nature of science (NoS) is a constituent and relevant component of scientific (and technological) literacy that all citizens must acquire from basic education. This meritorious agreement contrasts with the multiple controversies existing about this issue, from its name to the didactic designs that more genuinely represent these contents in the educational curricula, which affects the research and the educational aspects. In recent years, controversy has centered on the so-called “consensus view”, which is considered a reductionism of the NoS meaning by critics, who propose broader conceptualizations. This study presents a new conceptualization of NoS, which assumes criticisms on the consensus view, and starts from Popper’s three-world model of science. The interactions and relationships between the three worlds, in a natural way, generate and justify a set of interdisciplinary meta-knowledge that give rise the NoS, where technology is explicitly included, so that the concept of science is extended to the techno-science and, therefore, the NoS is also re-conceptualized as the Nature of Science and Technology (NoS&T). This framework allows to elaborate a holistic scheme of four basic aspects, where multiple specific topics and sub-topics are organized in a functional, flexible and open taxonomy that gives structure to the conceptualization of NoS&T and that encompasses previous conceptualizations. |
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A conceptual and taxonomic model to structure the field science-technology-society (or nature of science and technology, or whatever it is called)Un modelo conceptual y taxonómico para estructurar el campo ciencia-tecnología-sociedad (o naturaleza de la ciencia y tecnología, o como se llame)The specialists and researchers in science education agree that nature of science (NoS) is a constituent and relevant component of scientific (and technological) literacy that all citizens must acquire from basic education. This meritorious agreement contrasts with the multiple controversies existing about this issue, from its name to the didactic designs that more genuinely represent these contents in the educational curricula, which affects the research and the educational aspects. In recent years, controversy has centered on the so-called “consensus view”, which is considered a reductionism of the NoS meaning by critics, who propose broader conceptualizations. This study presents a new conceptualization of NoS, which assumes criticisms on the consensus view, and starts from Popper’s three-world model of science. The interactions and relationships between the three worlds, in a natural way, generate and justify a set of interdisciplinary meta-knowledge that give rise the NoS, where technology is explicitly included, so that the concept of science is extended to the techno-science and, therefore, the NoS is also re-conceptualized as the Nature of Science and Technology (NoS&T). This framework allows to elaborate a holistic scheme of four basic aspects, where multiple specific topics and sub-topics are organized in a functional, flexible and open taxonomy that gives structure to the conceptualization of NoS&T and that encompasses previous conceptualizations.Los especialistas e investigadores en didáctica de la ciencia coinciden en que la naturaleza de la ciencia (NdC) es un componente constitutivo y relevante de la alfabetización científica (y tecnológica) que deben adquirir todos los ciudadanos desde la educación básica. Este meritorio acuerdo contrasta con las múltiples controversias existentes acerca de esta cuestión, desde su denominación hasta los diseños didácticos que representen más genuinamente estos contenidos en los currículos educativos, y que afecta a los aspectos de investigación y educativos. En los últimos años la controversia se ha centrado entre la denominada “visión de consenso”, considerada un reduccionismo del significado de NdC por los críticos, quienes proponen conceptualizaciones más amplias. Este estudio presenta una nueva conceptualización de NdC, que asume las críticas a la visión de consenso, y parte del modelo de tres mundos sobre la ciencia de Popper. Las interacciones y las relaciones entre los tres mundos, de una manera natural, generan y justifican un conjunto de meta-conocimientos interdisciplinarios que conforman la NdC, en los cuales se incluye explícitamente la tecnología, de modo que se amplía el concepto de ciencia hasta la tecno-ciencia y, por lo tanto, también se re-conceptualiza la NdC como la Naturaleza de la Ciencia y la Tecnología (NdC&T). Este marco permite elaborar un esquema holístico de cuatro aspectos básicos, donde múltiples temas específicos y subtemas se organizan en una taxonomía funcional, flexible y abierta que da estructura a la conceptualización de NdC&T y que engloba a las conceptualizaciones anteriores.Os especialistas e pesquisadores em didática da ciência concordam que a natureza da ciência (NdC) é um componente constituinte e relevante da alfabetização científica (e tecnológica) que todos os cidadãos devem adquirir da educação básica. Esse meritório acordo contrasta com as múltiplas controvérsias existentes sobre essa questão, desde sua denominação até os desenhos didáticos que representam mais genuinamente esses conteúdos nos currículos educacionais e que afetam os aspectos da pesquisa e educacionais. Nos últimos anos, a controvérsia centrou-se na chamada “visão de consenso”, considerada um reducionismo do significado da NdC pelos críticos, que propõem conceituações mais amplas. Este estudo apresenta uma nova conceituação do NdC, que assume as críticas à visão de consenso, e parte do modelo de três mundos da ciência de Popper. As interações e relações entre os três mundos, de uma forma natural, geram e justificam um conjunto de meta-conhecimentos interdisciplinares que formam a NdC, em que inclui explicitamente a tecnologia, de modo que o conceito de ciência é estendido para a tecno-ciência e, portanto, a NdC também é re-conceituada como a Natureza da Ciência e Tecnologia (NdC&T). Este quadro permite desenvolver um esquema holístico de quatro aspectos básicos onde vários temas e subtemas específicos são dispostos em uma taxonomia funcional, flexível e aberta que dá estrutura à conceituação do NDC & T e inclui as concepções anteriores.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2019-10-14info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v11i2.5914https://doi.org/10.34624/id.v11i2.5914Indagatio Didactica; Vol 11 No 2 (2019); 121-140Indagatio Didactica; Vol. 11 Núm. 2 (2019); 121-140Indagatio Didactica; Vol. 11 No 2 (2019); 121-140Indagatio Didactica; vol. 11 n.º 2 (2019); 121-1401647-3582reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPspahttps://proa.ua.pt/index.php/id/article/view/5914https://proa.ua.pt/index.php/id/article/view/5914/4357Vázquez-Alonso, ÁngelManassero-Mas, María-Antoniainfo:eu-repo/semantics/openAccess2023-09-22T10:17:27Zoai:proa.ua.pt:article/5914Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:16.607171Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
A conceptual and taxonomic model to structure the field science-technology-society (or nature of science and technology, or whatever it is called) Un modelo conceptual y taxonómico para estructurar el campo ciencia-tecnología-sociedad (o naturaleza de la ciencia y tecnología, o como se llame) |
title |
A conceptual and taxonomic model to structure the field science-technology-society (or nature of science and technology, or whatever it is called) |
spellingShingle |
A conceptual and taxonomic model to structure the field science-technology-society (or nature of science and technology, or whatever it is called) Vázquez-Alonso, Ángel |
title_short |
A conceptual and taxonomic model to structure the field science-technology-society (or nature of science and technology, or whatever it is called) |
title_full |
A conceptual and taxonomic model to structure the field science-technology-society (or nature of science and technology, or whatever it is called) |
title_fullStr |
A conceptual and taxonomic model to structure the field science-technology-society (or nature of science and technology, or whatever it is called) |
title_full_unstemmed |
A conceptual and taxonomic model to structure the field science-technology-society (or nature of science and technology, or whatever it is called) |
title_sort |
A conceptual and taxonomic model to structure the field science-technology-society (or nature of science and technology, or whatever it is called) |
author |
Vázquez-Alonso, Ángel |
author_facet |
Vázquez-Alonso, Ángel Manassero-Mas, María-Antonia |
author_role |
author |
author2 |
Manassero-Mas, María-Antonia |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Vázquez-Alonso, Ángel Manassero-Mas, María-Antonia |
description |
The specialists and researchers in science education agree that nature of science (NoS) is a constituent and relevant component of scientific (and technological) literacy that all citizens must acquire from basic education. This meritorious agreement contrasts with the multiple controversies existing about this issue, from its name to the didactic designs that more genuinely represent these contents in the educational curricula, which affects the research and the educational aspects. In recent years, controversy has centered on the so-called “consensus view”, which is considered a reductionism of the NoS meaning by critics, who propose broader conceptualizations. This study presents a new conceptualization of NoS, which assumes criticisms on the consensus view, and starts from Popper’s three-world model of science. The interactions and relationships between the three worlds, in a natural way, generate and justify a set of interdisciplinary meta-knowledge that give rise the NoS, where technology is explicitly included, so that the concept of science is extended to the techno-science and, therefore, the NoS is also re-conceptualized as the Nature of Science and Technology (NoS&T). This framework allows to elaborate a holistic scheme of four basic aspects, where multiple specific topics and sub-topics are organized in a functional, flexible and open taxonomy that gives structure to the conceptualization of NoS&T and that encompasses previous conceptualizations. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-10-14 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.34624/id.v11i2.5914 https://doi.org/10.34624/id.v11i2.5914 |
url |
https://doi.org/10.34624/id.v11i2.5914 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://proa.ua.pt/index.php/id/article/view/5914 https://proa.ua.pt/index.php/id/article/view/5914/4357 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
dc.source.none.fl_str_mv |
Indagatio Didactica; Vol 11 No 2 (2019); 121-140 Indagatio Didactica; Vol. 11 Núm. 2 (2019); 121-140 Indagatio Didactica; Vol. 11 No 2 (2019); 121-140 Indagatio Didactica; vol. 11 n.º 2 (2019); 121-140 1647-3582 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
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1799133570699100160 |