A partir de las críticas al método clásico de enseñanza de las ciencias así como a la alternativa que trató de plantear la enseñanza «por intenogación», el autor analiza las promesas y el papel actual de un enfoque histórico y constructivista en la enseñanza de las ciencias.
Tras hacer una crítica al modelo clásico de enseñanza de las ciencias, el autor plantea el importante papel que juegan en la reforma educativa los filósofos e historiadores de la ciencia. Los distintos acercamientos entre éstos y educadores a lo largo de este siglo han supuesto una serie de beneficios para el aprendizaje científico. El auge del constructivismo en psicología ha llevado a una mayor apreciación del lugar de la historia y la filosofía de la ciencia. El introducir consideraciones filosóficas e históricas en la enseñanza científica facilita el aprendizaje y lo hace más interesante para el alumno.
Get full access to this article
View all access options for this article.
References
1.
AgassiJ. (1968). The continuing revolution: A history of physic from the Greeks to Einstein.Nueva York: McGraw Hill.
2.
AikenheadG. S. (1974). Course evaluation II: Interpretation of student performance on evaluation tests.Journal of Research in Science Teaching, II, 23–30.
3.
ArchenholdW.et al. (Eds.). (1980). Cognitive development research in science & mathematics.Leeds: University of Leeds.
4.
ArmstrongH. E. (1903). The teaching of scientific method.Londres: Macmillan.
5.
ASSOCIATION FOR SCIENCE EDUCATION. (1979). Alternatives for science education, A consultative document.Hafield: Edición de autor.
6.
ASSOCIATION FOR SCIENCE EDUCATION. (1980). What is science?Hatfield: Edición de autor.
7.
AtkinsonP.DelamontS. (1977). Mock-ups & cock-ups. EnHammersleyM.WoodsP. (Eds.) The Process of Schooling (pp. 87–108). Londres.
8.
BRITISH ASSOCIATION FOR THE ADVANCEMENT Of SCIENCE. (1917). Report of the British Association for Advancement of Science.Londres: Murray.
9.
BrockW. H. (1987). History of science in British schools: Past, present & future. Original no publicado, University of Leicester.
10.
BrumbyM. (1979). Problems in learning the concept of natural selection.Journal of biological Education, 13, 119–122.
11.
BrushS. G. (1974). Should the history of science be rated X?Science, 18, 1164–1172.
12.
BrushS. G. (1978). Why chemistry needs history and how it can get some.Journal of College Science Teaching, 7, 288–291.
13.
BrushS.G. (1987, SUMMER). History of science and science education. Scientific Literacy Papers, 75–85.
14.
BybeeR. W. (1977). The new transformation of science education.Science Education, 61, (1), 85–97.
ChampagneA. B.KlopferL. E.AndersonJ. (1980). Factors influencing learning of classical mechanics.American Journal of physics, 48, 1074–1079.
17.
Conant. (1964). Case studies in experimental science.
18.
CraneL. T. (1976). The National Science Foundation & pre-college science education: 1950–1975. Washington, DC: US Government Printing Office.
19.
DEPARTMENT OF EDUCATION AND SCIENCE. (1985). Science 5–16: A statement of policy. Londres. HMSO.
20.
DisessaA. A. (1982). Unlearning Aristotelian physics: A study of knowledge-based learning.Cognitive Science, 6, 37–75.
21.
DowlingK.YagerR.E. (1983). Status of science education in state departments of education.Journal of Research in Science Teaching, 20(8), 771–780.
22.
DriverR.et al. (Eds.) (1985). Children's ideas in science.Milton Keynes: Open University Press.
23.
DriverR.EasleyJ. (1978). Pupils & paradigms: A reviex of literature related to concept development in adolescent science students.Studies in Science Education, 5, 61–84.
24.
DuhemP. (1954). The aim & structure of physical theory (P. P. Wiener, trans.).Princeton: Princeton University Press.
25.
DuschlR. A. (1985). Science education & philosophy of science, twenty-five years of mutually exclusive development.School Science & Mathematics, 87(7), 541–555.
26.
ElbersG. W.DuncanP. (Eds.) (1959). The scientific revolution: Challenge & promise.Washington DC: Public Affais Press.
27.
EnnisR. H. (1979). Research in philosophy of science bearing on science education. EnAsquithP. D.KyburgH. E. (Eds.), Current research in philosophy of science.East Lansing: PSA.
28.
FinocchiaroM. A.et al. (1980). A symposium on the use of the history of science in the science curriculum.Journal of College Science Teaching, 10(1), 14–33.
29.
GallagherJ.YagerR. E. (1981). Science educator perceptions of problems facing science education: A report of five surveys.Journal of Research in Science Teaching, 18(6), 505–514.
30.
GilbertJ. K.OsborneR. J.FenshamP. (1982). Childre's science & its consequences for teaching.Science Education, 66(4), 623–633.
31.
von glasersfeldE.. (1987). Construction of knoweledge.Salinas, CA: Intersystems Publications.
32.
von glasersfeldE. (Ed.) (1988). Constructivism in mathematics education.Dordrecht: Reidel.
33.
HarmsN. C.YagerR. E. (1981). What research says to the science teacher (vol. 3). Washington DC: NSTA.
34.
HelmH.NovakJ. D. (Eds.) (1983). Proceedings of the International Seminar on Misconceptions in Science & Mathematics.Ithaca: Education Department, Cornell University.
35.
HodsonD. (1982). The pursuit of truth? Parts I, II.School Science Review, 63, 225, 643–652; 226, 23–30-
36.
HodsonD. (1987). Social control as a factor in science curriculum change.International Journal of Science Education, 9, 529–540.
37.
HoltonG. (1978). On the educational philosophy of the Project Physics Course. In hisThe scientific imagination. Case studies.Cambridge: Cambridge University Press.
38.
HoltonG. (1986). «A Nation At Risk» revisited. EnThe advancement of science & its burdens.Cambridge: Cambridge University Press.
39.
HurdP.DeH. (1984). Reforming science education: The search for a new vision.Washington DC: Council for Basic Education.
40.
KauffmanG. B. (1979). History in the chemistry curriculum: Pros y cons.Annals of Science, 36, 395–402.
41.
KlopferL. (1969). The teaching of science & the history of science.Journal of Research in Science Teaching, 6, 87–95.
42.
KoertgeN. (1969). Towarde an integration of content and method in science curriculum.Curriculum Theory Network, 4, 26–43.
43.
KuhnT. S. (1970). The structure of scientific revolutions (2nd ed). Chicago: University of Chicago Press.
44.
KuhnT. S. (1977). Concepts of cause in the development of physics. In hisThe essential tension.Chicago: University of Chicago Press.
45.
LakatosI. (1977). Proofs & refutations.Cambridge: Cambridge University Press.
46.
LindG. (1980). Models in physics: Some pedagogical reflections based on the history of science.European Journal of Science Education, 2, 15–23.
47.
LucasA. M. (1971). Creativity, discovery, and inquiry in science education.Australian Journal of Education, 15(2), 185–196.
48.
MachE. (1911). The history & root of the principle of the consevation of energy.Chicago: Open Court, (orig. 1872).
49.
MachE. (1895). On instruction in the classics & the sciences. InPopular Scientific Lectures.Chicago: Open Court. (La Salle, 1943).
50.
MatthewsM. R. (1987). Galileo's pendulum & the objects of science. InArnstineB.ArnstineD. (Eds.), Philosophy of Education. Philosophy aof education Society.
ManuelD. E. (1981). Reflections on the role of history & philosophy of science in school science education.School Science Review, 62(221), 769–771.
53.
MartinM. (1974). The relevance of philosophy of science for science education.Boston Studies in Philosophy of Science, 32, 293–300.
54.
NATIONAL COMMISSION ON EXCELLENCE IN EDUCATION. (1983). A nation at risk: The imperative for educational reform.Washington DC: U. S. Department of Education.
55.
NATIONAL SCIENCE BOARD. (1983). Educating Americans for the 21 st century.Washington DC: Author.
56.
NaylorR. H. (1974). Galileo's simple pendulum.Physics, 16, 23–46.
57.
NovakJ. D. (Ed.) (1987). Proceedings of the Second International Seminar on Misconceptions & Educational Strategies in Science & Mathematics.Ithaca: Education Department, Cornell University.
58.
OmerodM. D. (1971). The social implications factor in attitudes to science.British Journal of Educational Psychology, 41, 335–338.
59.
OrmellE. (1980). Mathematical models & understanding in science.The School Science Review, 62, 219, 375–381.
60.
OsborneR. J.GilbertJ. K. (1980). The use of models in science teaching.School Science Review, 62, 218, 57–67.
61.
PfundtH.DuitR. (1988). Bibliography of students' alternative frameworks & science education (2nd ed.). Intitute for Science Education, Universtity of Kiel.
62.
PiagetJ. (1970). Genetic epistemology.Londres: Columbia University Press.
63.
PumfreyS. (1987). The concept of oxygen: Using history of science in science teaching. Original no publico, External Studies, Oxfork University.
64.
RamageH. P. (1983). The treatment of the philosophy of science in theScience in Society Project. School Science Review, 64(299), 786–787.
65.
RobertsD. A.RussellT. (1975). An alternative approach to science education research: Drawing from philosophical analysis to examine practice.Curriculum Theory Network, 5, 107–125.
66.
RobinsonJ. T. (1969). Philosophy of science: Implications for teacher education, Journal of Research in Science Teaching, 6, 99–104.
67.
RussellT. L. (1981). What history of science, how much and why?Science Education, 65, 51–64.
68.
SchlippP.A. (1951). Albert Einstein (2nd ed.). Nueva York: Tudor.
69.
SchwabJ. J. (1962). The teaching of science as enquiry. EnSchwabJ. J.BrandweinP. (Eds.), The taching of science. Cambridge: Harvard University Press.
70.
SherrattW. J. (1982). History of science in the science curriculum: an historical perspective.School Science Review, 64, 225–236, 418–424.
71.
SinclairN. (1987). Constructivism & the psychology of mathematics. EnHerscovicsN.KieranC. (Eds.), Proceedings of the Eleventh Conference of the International Group for the Psychology of Mathematics Education. Universidad de Montreal, Montreal.
72.
SummersM. K. (1982). Philosophy of science in the science teacher education curriculum.European Journal of Science Education, 4, 19–28.
73.
ThompsonJ. J. (1987). National curriculum interim report: Science. Londres: DES.
74.
ViennotL. (1979). Spontaneous reasoning in elementary dynamics.European Journal of Science Education, 1, 205–221.
75.
WaringM. (1979). Social pressures & curriculum innovation: a study of the Nuffield Foundation Science Teaching Project.Londres: Methuen.
76.
WeissI. T. (1978). Report of the 1977 National Survey of Science, Mathematics & Social Studies Education.Washington DC: U. S. Government Printing Office.
77.
WelchW. (1979). Twenty years of science education development: A look back.Review of Research in Education, 7, 282–306.
78.
WelchW.et al. (1981). The role of inquiry in science education: Analysis y recommendations.Science Education, 65, 33–50.
79.
WhitakerR. J. (1983). Aristotle is not dead: Student understanding of trajectory motion.American Journal of Physics, 51(4), 352–357.
80.
YagerR. E.PenickJ. E. (1985). Taking New Goals for School Science Seriously.Educational Leadership, 42(8), 86–87.
