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Ciência & Educação (Bauru)

Print version ISSN 1516-7313On-line version ISSN 1980-850X

Ciênc. educ. (Bauru) vol.11 no.1 Bauru Apr. 2005

http://dx.doi.org/10.1590/S1516-73132005000100001 

Mitos da didática das ciências acerca dos motivos para incluir a Natureza da Ciência no ensino das ciências

 

Science Education myths about the reasons to include the Nature of Science in science teaching

 

 

Acevedo, J. A.I; Vázquez, A.II; Paixão, M. F.III; Acevedo, P.IV; Oliva J. M.V; Manassero, M. A.VI

IInspetor de Educação. Consejería de Educación de la Junta de Andalucía. Delegación Provincial de Huelva-España. E-mail: ja_acevedo@vodafone.es
IIInspetor de Educação e Professor Associado. Universidad de las Islas Baleares-España. E-mail: avazquez@dgadmedu.caib.es
IIIProfessora Coordenadora. Escola Superior de Educação, Instituto Politécnico de Castelo Branco-Portugal. E-mail: fatimapaixao@ese.ipcb.pt
IVColaboradora de Investigação. Universidad de Sevilla-España. E-mail: pi_acevedo@yahoo.es
VProfessor Catedrático de Física e Química do Ensino Secundário. Centro de Profesorado de Cádiz-España. E-mail: jmoliva@cepcadiz.com
VIProfessora Catedrática. Universidad de las Islas Baleares-España. E-mail: ma.manassero@uib.es

 

 


RESUMO

Em certas situações, a Didática das Ciências transmite como mitos algumas crenças que não estão suficientemente sustentadas pela investigação que ela própria produz. Este artigo mostra dois desses mitos relacionados com os motivos que se costumam apontar para incluir a Natureza da Ciência no ensino das ciências, como sejam a suposta relação entre a prática docente e as crenças sobre a Natureza da Ciência, e a crença de que a sua compreensão é um fator chave na hora de tomar melhores decisões cívicas em questões tecnocientíficas de interesse social. A análise que se apresenta realizou-se mediante a revisão de diversos resultados de investigações procedentes da própria Didática das Ciências e também da Psicologia das Decisões. A conclusão aponta para considerar que outros fatores influenciam mais, tornando muito menos lineares essas hipotéticas relações do que alguns especialistas pensam e mais complexa a problemática abordada.

Unitermos: Natureza da Ciência; Didática das Ciências; ensino das ciências; prática docente; decisões tecnocientíficas.


ABSTRACT

In some situations Science Education transmits as myths various beliefs as myths that are not enough sustained by the research in its own domain. This paper shows two of these myths related to the reasons usually pointed in orderfor includinge the Nature of Science in science teaching:, such as the supposed relationship between the educational practice and the beliefs about the Nature of Science, and also the belief that its understanding of the Nature of Science is a key factor in when making better civicdecisions as citizens in technical socioscientific oscientific issues. with social interest The analysis was carried out by means of athe review of several results from the own Science Education Research, and also from the Psychology of Decisions. The conclusion seems to be clear: other factors are of a greater influence, making those hypothetical relations much less linear than some experts wcould think, and making the questions much more complex. the presented question.

Keywords: Nature of Science; Science Education; science teaching; educational practice; technoscientific decisions.


 

 

Texto completo disponível apenas em PDF.

Full text available only in PDF format.

 

 

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