ABSTRACT:
An epistemological analysis with pedagogical intentions about the constitution of the voltaic phenomenon is presented in this paper. From it, questions about the phenomenological perspective emerge as a bet for sciences teaching, such as: What aspects should be taken into account in the formalization processes that occur in the conformation of a certain phenomenological domain? and How to talk about the cognitive dynamics displayed in the construction of these phenomenological domains? The epistemological analysis shows that there are diverse relationships between phenomena of different classes in the process of constitution of a phenomenological domain. In the case of the voltaic phenomenon, relations that occur at two moments of the process of its conformation, categorized as The unification of electricity and The emergence of the field of electrochemistry. It shows that three types of relationships stand out: reduction; unification; and equivalence. It is concluded that if the processes of formalization are characterized by establishing relations of different kinds, these can be converted into tools of epistemological and cognitive order for the science class.
Keywords:
Voltaic Phenomenon; Phenomenological domain; Science Education
Thumbnail
Thumbnail
