Consensus and Dissent Around the Concept of Nature of Science in the Ibero-American Community of Didactics of Science

Amador-Rodríguez, Rafael; Adúriz–Bravo, Agustín

doi:10.1007/978-3-319-74036-2_3

Cited by 5 publications

(3 citation statements)

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“…An adequate understanding of the nature of science (NOS) is a central component of scientific literacy (Klopfer, 1969;National Science Teachers Association [NSTA], 1982;Prima, Utari, Chandra, Hasanah & Rusdiana, 2018). In general, the expression "nature of science" refers to the epistemology of science, which addresses the problems related to philosophical assumptions, commitments, values, developments and conceptual inventions in science, consensus in scientific communities, and characteristics and functions of scientific knowledge (Amador-Rodríguez & Adúriz-Bravo, 2018;Colagrande, Martorano & Arroio, 2016;Ryan & Aikenhead, 1992;Tsai & Liu, 2005).…”

Section: Introductionmentioning

confidence: 99%

“…He proposes that contributions to NOS would mainly come from the philosophy, history, and sociology of science. Thus, NOS, from the point of view of didactical research and innovation, can be understood as a line emerging from new curriculum needs: in the formation of citizens, science teaching should combine two important aspects -knowing science and knowing about science (Amador-Rodríguez & Adúriz-Bravo, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Prospective primary teachers’ views on the nature of science

Amador-Rodríguez

Adúriz–Bravo

Cobos³

et al. 2021

J. Technol. Sci. Educ.

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This article presents the results of a piece of research that analyzed the views on the nature of science (NOS) among student teachers enrolled in programs of Primary Education at two public universities in Spain. Previous studies have reported that science teachers maintain ‘eclectic’ epistemological perspectives on science; in this article, we test if such a hypothesis holds when teachers’ NOS ideas are ‘anchored’ in specific periods and topics of the philosophy of science. We studied 114 prospective teachers attending an undergraduate teaching course with emphasis on the natural sciences at the Universities of Burgos and Valladolid in the period of 2017-18. A Likert-scale questionnaire with 50 items was applied to determine trends in those teachers’ epistemological views on science. The results showed that teachers’ views are mostly correlated with the philosophical period of Logical Positivism/Received View, and to some extent to the period of Recent and Contemporary Accounts. Regarding the classical epistemological topics of correspondence, methodologies, intervention, evolution and representation, teachers’ views could be related to the period of Logical Positivism/Received View and Critical Rationalism, but also to the New Philosophy of Science. The main conclusion of this study is that teachers’ expressed views on NOS are epistemologically eclectic to a much smaller degree when examined with more detail concerning specific periods and topics of the philosophy of science.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Prospective primary teachers’ views on the nature of science

Amador-Rodríguez

Adúriz–Bravo

Cobos³

et al. 2021

J. Technol. Sci. Educ.

Self Cite

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show abstract

“…Palavras chave: Natureza da ciência; períodos epistemológicos; tópicos epistemológicos; representação e linguagens I. Introducción S E conceptualiza la naturaleza de la ciencia (NOS, por sus siglas en inglés) como un conjunto de contenidos metacientíficos seleccionados por su valor para la educación científica de la ciudadanía, sobre los cuales se han desarrollado diferentes perspectivas respecto de su organización y formas de efectuar la transposición didáctica a las clases [1]. Tales contenidos provienen de distintas escuelas y autores de la filosofía de la ciencia del siglo XX y, desde la perspectiva NOS en la que nos encuadramos, están ambientados en episodios paradigmáticos de la historia de la ciencia y advertidos por la sociología de la ciencia, contra el dogmatismo, el triunfalismo, el elitismo y el sesgo de género propios de las visiones de ciencia tradicionales, comúnmente calificadas de "cientificistas" o "tecnocráticas" [2] [3].…”

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Representaciones de naturaleza de la ciencia en libros de texto de química: indagando por los tópicos epistemológicos de Representación y Lenguajes

2018

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Resumen-El presente artículo ofrece a la comunidad académica que indaga en el campo de la Naturaleza de la Ciencia (NOS, siglas en inglés), algunas refl exiones y aportes teóricos que derivan de una tesis doctoral, con el objetivo de identifi car la época epistemológica que orienta la NOS en dos libros de texto, específi camente en los aspectos de Representación y Lenguajes, para lo cual se construyeron redes sistémicas con el fi n de analizar las afi rmaciones textuales de los libros referentes Representaciones de naturaleza de la ciencia en libros de texto de química: indagando por los tópicos epistemológicos de Representación y Lenguajes 1

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Didactics of Science in Latin America

Adúriz-Bravo

2024

Rethinking Science Education in Latin-America

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Consensus and Dissent Around the Concept of Nature of Science in the Ibero-American Community of Didactics of Science

Cited by 5 publications

References 14 publications

Prospective primary teachers’ views on the nature of science

Prospective primary teachers’ views on the nature of science

Representaciones de naturaleza de la ciencia en libros de texto de química: indagando por los tópicos epistemológicos de Representación y Lenguajes

Didactics of Science in Latin America

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