Styles of scientific reasoning and teaching of biology: possible connections and didactic proposals
This paper explores the possibility of using the category style of scientific reasoning as a guide for understanding the teaching contents as procedural rather conceptual ones. In the first part of the paper we outline the main features of the styles and we develop those that are considered relevant...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Asociación de Docentes de Ciencias Biológicas de la Argentina
2011
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22328 |
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| Sumario: | This paper explores the possibility of using the category style of scientific reasoning as a guide for understanding the teaching contents as procedural rather conceptual ones. In the first part of the paper we outline the main features of the styles and we develop those that are considered relevant to a further discussion. We emphasize the idea that styles do not correspond to specific sciences or disciplines, but must be seen as “ways of doing science”, which interact within particular scientific researches. In the second part of the paper, we inquire about the feasibility of transforming the category of style of reasoning into biology teaching content. The paper concludes with the approach of some examples on how some styles interact in specific biological disciplines and their impact on teaching biological knowledge. |
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