| Popis: |
One of the objectives of scientific education, at the present time, at any level of education is to provide an understanding of the nature of science compatible with contemporary philosophical reflections. However, implicit discussions about science in teaching materials are not enough to promote meaningful and current learning of the subject. The literature shows that it is necessary to develop strategies that make explicit certain propositions, or questions. In general, decontextualized and declarative principles of succinct and ambiguous statements present in lists that combine theoretically consensual aspects about the nature of science are often distorted and misunderstood by students and teachers. In this sense, this article presents a series of 18 commented statements, which explain overlaps and convergences, as well as divergences, as a potentially useful alternative to approach various aspects of the nature of science and scientific work in teaching. In addition, it contextualizes the genesis of these propositions, initially developed to be articulated to a set of texts on the history of science / physics, but which are equally useful for a link and contrast with historical productions of science in general, epistemological analyzes of films , series / videos, hypermedia, historical documents and narratives and other actions aimed at a better understanding and deepening of this theme in the universe of students, professors and researchers in formation. |
