Approximations between philosophy of science and didactics of science: teaching at the scientific level and school philosophy of science

Detalhes bibliográficos
Autor(a) principal: Ariza, Yefrin
Data de Publicação: 2021
Tipo de documento: Artigo
Idioma: spa
Título da fonte: Acta Scientiarum. Human and Social Sciences (Online)
Texto Completo: http://www.periodicos.uem.br/ojs/index.php/ActaSciHumanSocSci/article/view/58445
Resumo: This paper reviews two of the close relationships that can be established between the philosophy of science and the didactics of experimental sciences. For this purpose, I analyze, on the one hand, the way in which using metatheoretical tools (mainly coming from the philosophy of science) it is possible to understand and support the process of construction of school scientific models, those constituents of the so-called 'school science'; and, on the other hand, I review how teaching processes are developed not only in the levels of science teaching usually recognized (primary, secondary or university), but also in the processes of scientific change. In this way, the first part of the paper postulates a possible field of specific epistemological reflections that take as an object of study the construction of school scientific models, which could suggest a special field of work within the philosophy of science: 'the philosophy of school science'. And, in the second part, the existence of a 'level of scientific teaching' centered on the dynamics of comparison of rival theories, referred to the teaching processes (and not mere communication) carried out by scientists in the so-called 'periods of crisis and revolution'
id UEM-3_b7249b990b82fd38ff9372d2a256ad3d
oai_identifier_str oai:periodicos.uem.br/ojs:article/58445
network_acronym_str UEM-3
network_name_str Acta Scientiarum. Human and Social Sciences (Online)
repository_id_str
spelling Approximations between philosophy of science and didactics of science: teaching at the scientific level and school philosophy of scienceAproximaciones entre filosofía de la ciencia y didáctica de las ciencias: filosofía de la ciencia escolar y enseñanza en el nivel científicoscientific education; school science; theoretical models; philosophy of science.enseñanza científica; ciencia escolar; modelos teóricos; filosofía de la ciencia.This paper reviews two of the close relationships that can be established between the philosophy of science and the didactics of experimental sciences. For this purpose, I analyze, on the one hand, the way in which using metatheoretical tools (mainly coming from the philosophy of science) it is possible to understand and support the process of construction of school scientific models, those constituents of the so-called 'school science'; and, on the other hand, I review how teaching processes are developed not only in the levels of science teaching usually recognized (primary, secondary or university), but also in the processes of scientific change. In this way, the first part of the paper postulates a possible field of specific epistemological reflections that take as an object of study the construction of school scientific models, which could suggest a special field of work within the philosophy of science: 'the philosophy of school science'. And, in the second part, the existence of a 'level of scientific teaching' centered on the dynamics of comparison of rival theories, referred to the teaching processes (and not mere communication) carried out by scientists in the so-called 'periods of crisis and revolution'En este trabajo se revisan dos de las estrechas relaciones que pueden establecerse entre la filosofía de la ciencia y la didáctica de las ciencias experimentales. Para ello se analiza, por un lado, la manera en la cual haciendo uso de herramientas metateóricas (provenientes principalmente de la filosofía de la ciencia) se puede comprender y fundamentar el proceso de construcción de modelos científicos escolares, aquellos constituyentes de la llamada ‘ciencia escolar’; y, por otro lado, se revisa el cómo los procesos de enseñanza se desarrollan no sólo en los niveles de enseñanza de las ciencias usualmente reconocidos (primaria, secundaria o universitaria), sino también en los procesos de cambio científico. De esta manera, en la primera parte del trabajo se postula un posible campo de reflexiones epistemológicas específicas que toman como objeto de estudio a la construcción de modelos científicos escolares, las cuales podrían sugerir un campo especial de trabajo dentro de la filosofía de la ciencia: ‘la filosofía de la ciencia escolar’. Y, en la segunda parte, se sostiene la existencia de un ‘nivel de enseñanza científica’ centrado en la dinámica de comparación de teorías rivales, referida a los procesos de enseñanza (y no mera comunicación) que llevan a cabo los/as científicos/as en los llamados ‘periodos de crisis y revolución’.Universidade Estadual De Maringá2021-08-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://www.periodicos.uem.br/ojs/index.php/ActaSciHumanSocSci/article/view/5844510.4025/actascihumansoc.v43i1.58445Acta Scientiarum. Human and Social Sciences; Vol 43 No 1 (2021); e58445Acta Scientiarum. Human and Social Sciences; v. 43 n. 1 (2021); e584451807-86561679-7361reponame:Acta Scientiarum. Human and Social Sciences (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMspahttp://www.periodicos.uem.br/ojs/index.php/ActaSciHumanSocSci/article/view/58445/751375152587Copyright (c) 2021 Acta Scientiarum. Human and Social Scienceshttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess Ariza, Yefrin 2021-09-09T12:28:53Zoai:periodicos.uem.br/ojs:article/58445Revistahttp://www.periodicos.uem.br/ojs/index.php/ActaSciHumanSocSci/indexPUBhttp://www.periodicos.uem.br/ojs/index.php/ActaSciHumanSocSci/oai||actahuman@uem.br1807-86561679-7361opendoar:2021-09-09T12:28:53Acta Scientiarum. Human and Social Sciences (Online) - Universidade Estadual de Maringá (UEM)false
dc.title.none.fl_str_mv Approximations between philosophy of science and didactics of science: teaching at the scientific level and school philosophy of science
Aproximaciones entre filosofía de la ciencia y didáctica de las ciencias: filosofía de la ciencia escolar y enseñanza en el nivel científico
title Approximations between philosophy of science and didactics of science: teaching at the scientific level and school philosophy of science
spellingShingle Approximations between philosophy of science and didactics of science: teaching at the scientific level and school philosophy of science
Ariza, Yefrin
scientific education; school science; theoretical models; philosophy of science.
enseñanza científica; ciencia escolar; modelos teóricos; filosofía de la ciencia.
title_short Approximations between philosophy of science and didactics of science: teaching at the scientific level and school philosophy of science
title_full Approximations between philosophy of science and didactics of science: teaching at the scientific level and school philosophy of science
title_fullStr Approximations between philosophy of science and didactics of science: teaching at the scientific level and school philosophy of science
title_full_unstemmed Approximations between philosophy of science and didactics of science: teaching at the scientific level and school philosophy of science
title_sort Approximations between philosophy of science and didactics of science: teaching at the scientific level and school philosophy of science
author Ariza, Yefrin
author_facet Ariza, Yefrin
author_role author
dc.contributor.author.fl_str_mv Ariza, Yefrin
dc.subject.por.fl_str_mv scientific education; school science; theoretical models; philosophy of science.
enseñanza científica; ciencia escolar; modelos teóricos; filosofía de la ciencia.
topic scientific education; school science; theoretical models; philosophy of science.
enseñanza científica; ciencia escolar; modelos teóricos; filosofía de la ciencia.
description This paper reviews two of the close relationships that can be established between the philosophy of science and the didactics of experimental sciences. For this purpose, I analyze, on the one hand, the way in which using metatheoretical tools (mainly coming from the philosophy of science) it is possible to understand and support the process of construction of school scientific models, those constituents of the so-called 'school science'; and, on the other hand, I review how teaching processes are developed not only in the levels of science teaching usually recognized (primary, secondary or university), but also in the processes of scientific change. In this way, the first part of the paper postulates a possible field of specific epistemological reflections that take as an object of study the construction of school scientific models, which could suggest a special field of work within the philosophy of science: 'the philosophy of school science'. And, in the second part, the existence of a 'level of scientific teaching' centered on the dynamics of comparison of rival theories, referred to the teaching processes (and not mere communication) carried out by scientists in the so-called 'periods of crisis and revolution'
publishDate 2021
dc.date.none.fl_str_mv 2021-08-24
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://www.periodicos.uem.br/ojs/index.php/ActaSciHumanSocSci/article/view/58445
10.4025/actascihumansoc.v43i1.58445
url http://www.periodicos.uem.br/ojs/index.php/ActaSciHumanSocSci/article/view/58445
identifier_str_mv 10.4025/actascihumansoc.v43i1.58445
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv http://www.periodicos.uem.br/ojs/index.php/ActaSciHumanSocSci/article/view/58445/751375152587
dc.rights.driver.fl_str_mv Copyright (c) 2021 Acta Scientiarum. Human and Social Sciences
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Acta Scientiarum. Human and Social Sciences
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual De Maringá
publisher.none.fl_str_mv Universidade Estadual De Maringá
dc.source.none.fl_str_mv Acta Scientiarum. Human and Social Sciences; Vol 43 No 1 (2021); e58445
Acta Scientiarum. Human and Social Sciences; v. 43 n. 1 (2021); e58445
1807-8656
1679-7361
reponame:Acta Scientiarum. Human and Social Sciences (Online)
instname:Universidade Estadual de Maringá (UEM)
instacron:UEM
instname_str Universidade Estadual de Maringá (UEM)
instacron_str UEM
institution UEM
reponame_str Acta Scientiarum. Human and Social Sciences (Online)
collection Acta Scientiarum. Human and Social Sciences (Online)
repository.name.fl_str_mv Acta Scientiarum. Human and Social Sciences (Online) - Universidade Estadual de Maringá (UEM)
repository.mail.fl_str_mv ||actahuman@uem.br
_version_ 1799317509788139520

Registros relacionados