The conceptual and epistemological structure of a scientific discovery: reflections for science teaching

Detalhes bibliográficos
Autor(a) principal: Raicik, Anabel Cardoso
Data de Publicação: 2016
Outros Autores: Peduzzi, Luiz O. Q.
Tipo de documento: Artigo
Idioma: por
Título da fonte: Alexandria (Florianópolis)
Texto Completo: https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2016v9n2p149
Resumo: This article seeks to clarify the conceptual and epistemological structure of a scientific discovery in order to oppose the dichotomy between the contexts of discovery and justification, long perpetuated in the scientific sphere. It presents the weights of Hanson, Kuhn and Kipnis on this topic. In science education, discussions about a discovery process are rarely available. This way are usually disseminated several inappropriate images of science. An analysis of the discovery terminology in textbooks approved in PNLD/2012 shows the science conceptions that can be transmitted when those are used in teaching, broadly and inadvertently this termination. Finally, seek to argue that the context of discovery has complex and logic elements, and is intrinsically related to the context of justification.
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spelling The conceptual and epistemological structure of a scientific discovery: reflections for science teachingA estrutura conceitual e epistemológica de uma descoberta científica: reflexões para o ensino de ciênciasThis article seeks to clarify the conceptual and epistemological structure of a scientific discovery in order to oppose the dichotomy between the contexts of discovery and justification, long perpetuated in the scientific sphere. It presents the weights of Hanson, Kuhn and Kipnis on this topic. In science education, discussions about a discovery process are rarely available. This way are usually disseminated several inappropriate images of science. An analysis of the discovery terminology in textbooks approved in PNLD/2012 shows the science conceptions that can be transmitted when those are used in teaching, broadly and inadvertently this termination. Finally, seek to argue that the context of discovery has complex and logic elements, and is intrinsically related to the context of justification.Este artigo busca explicitar a estrutura conceitual e epistemológica de uma descoberta científica de modo a contrapor a dicotomia entre os contextos da descoberta e da justificativa, perpetuada por muito tempo na esfera científica. Para tanto, apresenta as ponderações de Hanson, Kipnis e Kuhn sobre esse tema. No ensino de ciências, discussões acerca do processo de uma descoberta ainda são raramente existentes. Desta forma, normalmente, são disseminadas várias imagens inadequadas sobre a ciência.  Uma análise da terminologia descoberta nos livros didáticos aprovados no PNLD/2012 evidencia as concepções de ciência que se pode transmitir no ensino quando se utiliza, de maneira ampla e inadvertidamente, esse termo. Por fim, procura argumentar que o contexto da descoberta possui elementos complexos e lógicos, e está, de forma intrínseca, relacionado ao contexto da justificação.Universidade Federal de Santa Catarina2016-11-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2016v9n2p14910.5007/1982-5153.2016v9n2p149Alexandria: Revista de Educação em Ciência e Tecnologia; v. 9 n. 2 (2016); 149-1761982-5153reponame:Alexandria (Florianópolis)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2016v9n2p149/32840Copyright (c) 2016 Alexandria: Revista de Educação em Ciência e Tecnologiainfo:eu-repo/semantics/openAccessRaicik, Anabel CardosoPeduzzi, Luiz O. Q.2019-09-05T15:57:45Zoai:periodicos.ufsc.br:article/41612Revistahttps://periodicos.ufsc.br/index.php/alexandria/oai1982-51531982-5153opendoar:2019-09-05T15:57:45Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv The conceptual and epistemological structure of a scientific discovery: reflections for science teaching
A estrutura conceitual e epistemológica de uma descoberta científica: reflexões para o ensino de ciências
title The conceptual and epistemological structure of a scientific discovery: reflections for science teaching
spellingShingle The conceptual and epistemological structure of a scientific discovery: reflections for science teaching
Raicik, Anabel Cardoso
title_short The conceptual and epistemological structure of a scientific discovery: reflections for science teaching
title_full The conceptual and epistemological structure of a scientific discovery: reflections for science teaching
title_fullStr The conceptual and epistemological structure of a scientific discovery: reflections for science teaching
title_full_unstemmed The conceptual and epistemological structure of a scientific discovery: reflections for science teaching
title_sort The conceptual and epistemological structure of a scientific discovery: reflections for science teaching
author Raicik, Anabel Cardoso
author_facet Raicik, Anabel Cardoso
Peduzzi, Luiz O. Q.
author_role author
author2 Peduzzi, Luiz O. Q.
author2_role author
dc.contributor.author.fl_str_mv Raicik, Anabel Cardoso
Peduzzi, Luiz O. Q.
description This article seeks to clarify the conceptual and epistemological structure of a scientific discovery in order to oppose the dichotomy between the contexts of discovery and justification, long perpetuated in the scientific sphere. It presents the weights of Hanson, Kuhn and Kipnis on this topic. In science education, discussions about a discovery process are rarely available. This way are usually disseminated several inappropriate images of science. An analysis of the discovery terminology in textbooks approved in PNLD/2012 shows the science conceptions that can be transmitted when those are used in teaching, broadly and inadvertently this termination. Finally, seek to argue that the context of discovery has complex and logic elements, and is intrinsically related to the context of justification.
publishDate 2016
dc.date.none.fl_str_mv 2016-11-24
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 https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2016v9n2p149
10.5007/1982-5153.2016v9n2p149
url https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2016v9n2p149
identifier_str_mv 10.5007/1982-5153.2016v9n2p149
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2016v9n2p149/32840
dc.rights.driver.fl_str_mv Copyright (c) 2016 Alexandria: Revista de Educação em Ciência e Tecnologia
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Alexandria: Revista de Educação em Ciência e Tecnologia
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Catarina
publisher.none.fl_str_mv Universidade Federal de Santa Catarina
dc.source.none.fl_str_mv Alexandria: Revista de Educação em Ciência e Tecnologia; v. 9 n. 2 (2016); 149-176
1982-5153
reponame:Alexandria (Florianópolis)
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Alexandria (Florianópolis)
collection Alexandria (Florianópolis)
repository.name.fl_str_mv Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv
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