Thinking the teaching of physics in terms of ‘competences’
The notion of competence, broadly diffused in current science education worldwide, holds both opportunities and challenges. In this article I work with a definition of “school scientific competence” anchored in physics content. I examine the scientific activity from an epistemological perspective in...
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Asociación de Profesores de Física de la Argentina
2017
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18801 |
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I10-R316-article-188012024-03-05T17:07:22Z Thinking the teaching of physics in terms of ‘competences’ Pensar la enseñanza de la física en términos de “competencias” Adúriz–Bravo, Agustín Competencias científicas escolares Competencias paradigmáticas Concepción modelo teórica de la ciencia Modelización científica escolar Argumentación científica escolar. School scientific competences Paradigmatic competences Model–based view of science School scientific modelling School scientific argumentation The notion of competence, broadly diffused in current science education worldwide, holds both opportunities and challenges. In this article I work with a definition of “school scientific competence” anchored in physics content. I examine the scientific activity from an epistemological perspective in order to detect general scientific competences, and competences in physics in particular, that could be considered “paradigmatic” (i.e. exemplary), and that can therefore be useful for citizenship preparation in the context of compulsory education. Among those paradigmatic competences, I am especially interested in school scientific modelling and school scientific argumentation, which I define and exemplify in this article. La noción de competencia, actualmente muy difundida en la educación científica a nivel internacional, encierra a la vez oportunidades y desafíos. En este artículo trabajo una definición de “competencia científica escolar” anclada en contenidos de física. Examino la actividad científica desde una perspectiva epistemológica para detectar competencias científicas generales, y físicas en particular, que se puedan considerar “paradigmáticas” (es decir, ejemplares) y que por tanto puedan ser útiles para la formación científica de la ciudadanía en el marco de la educación obligatoria. Entre esas competencias paradigmáticas, me interesan especialmente la modelización científica escolar y la argumentación científica escolar, que defino y ejemplifico en el texto. Asociación de Profesores de Física de la Argentina 2017-12-13 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18801 10.55767/2451.6007.v29.n2.18801 Journal of Physics Teaching; Vol. 29 No. 2 (2017): July - December; 21-31 Revista de Enseñanza de la Física; Vol. 29 Núm. 2 (2017): Julio - Diciembre; 21-31 Revista de Enseñanza de la Física; v. 29 n. 2 (2017): July - December; 21-31 2250-6101 0326-7091 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18801/18655 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18801/21546 Derechos de autor 2017 Agustín Adúriz–Bravo http://creativecommons.org/licenses/by-nc-nd/4.0 |
| institution |
Universidad Nacional de Córdoba |
| institution_str |
I-10 |
| repository_str |
R-316 |
| container_title_str |
Revista de Enseñanza de la Física |
| language |
Español |
| format |
Artículo revista |
| topic |
Competencias científicas escolares Competencias paradigmáticas Concepción modelo teórica de la ciencia Modelización científica escolar Argumentación científica escolar. School scientific competences Paradigmatic competences Model–based view of science School scientific modelling School scientific argumentation |
| spellingShingle |
Competencias científicas escolares Competencias paradigmáticas Concepción modelo teórica de la ciencia Modelización científica escolar Argumentación científica escolar. School scientific competences Paradigmatic competences Model–based view of science School scientific modelling School scientific argumentation Adúriz–Bravo, Agustín Thinking the teaching of physics in terms of ‘competences’ |
| topic_facet |
Competencias científicas escolares Competencias paradigmáticas Concepción modelo teórica de la ciencia Modelización científica escolar Argumentación científica escolar. School scientific competences Paradigmatic competences Model–based view of science School scientific modelling School scientific argumentation |
| author |
Adúriz–Bravo, Agustín |
| author_facet |
Adúriz–Bravo, Agustín |
| author_sort |
Adúriz–Bravo, Agustín |
| title |
Thinking the teaching of physics in terms of ‘competences’ |
| title_short |
Thinking the teaching of physics in terms of ‘competences’ |
| title_full |
Thinking the teaching of physics in terms of ‘competences’ |
| title_fullStr |
Thinking the teaching of physics in terms of ‘competences’ |
| title_full_unstemmed |
Thinking the teaching of physics in terms of ‘competences’ |
| title_sort |
thinking the teaching of physics in terms of ‘competences’ |
| description |
The notion of competence, broadly diffused in current science education worldwide, holds both opportunities and challenges. In this article I work with a definition of “school scientific competence” anchored in physics content. I examine the scientific activity from an epistemological perspective in order to detect general scientific competences, and competences in physics in particular, that could be considered “paradigmatic” (i.e. exemplary), and that can therefore be useful for citizenship preparation in the context of compulsory education. Among those paradigmatic competences, I am especially interested in school scientific modelling and school scientific argumentation, which I define and exemplify in this article. |
| publisher |
Asociación de Profesores de Física de la Argentina |
| publishDate |
2017 |
| url |
https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18801 |
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2024-09-03T20:39:00Z |
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2024-09-03T20:39:00Z |
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