CONTRIBUIÇÕES DA RECONSTRUÇÃO RACIONAL DIDÁTICA NO DESENVOLVIMENTO DE CONCEPÇÕES EPISTEMOLOGICAMENTE MAIS ACEITÁVEIS SOBRE A NATUREZA DA CIÊNCIA E DO PROGRESSO CIENTÍFICO
This study inserts itself in the research line conceptions on the nature of the science (CNC) in the school atmosphere. More specifically, on that teacher of natural sciences who claims not to be interested in philosophy, it is usually noticed a tendency to understand and to teach a vision of a read...
| Main Authors: | , , |
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| Format: | Article |
| Language: | Spanish |
| Published: |
Universidade Federal de Minas Gerais
2012-01-01
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| Series: | Ensaio Pesquisa em Educação em Ciências |
| Online Access: | http://www.redalyc.org/articulo.oa?id=129523627005 |
| Summary: | This study inserts itself in the research line conceptions on the nature of the science (CNC) in the school atmosphere. More specifically, on that teacher of natural sciences who claims not to be interested in philosophy, it is usually noticed a tendency to understand and to teach a vision of a ready/finished and unalterable science, which directly influences the students conception of science. Discussed here is the application of a didactic rational reconstruction in high school, the results of which are compatible with a more epistemologically acceptable educational conception on the nature of science as something provisory, variable and controversial. |
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| ISSN: | 1415-2150 |