Model-based’ thinking in Science Teaching

In this paper I go through a variety of analyses that have been performed on the different ‘modes’ of scientific thinking; I do this from the perspective of didactics of science (i.e., science education as an academic discipline). I mainly revise the use of what has been called ‘logical rationality’...

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Autor principal: Adúriz Bravo, Agustín; Universidad de Buenos Aires
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Humanidades, Instituto de Investigaciones en Educación 2015
Materias:
Acceso en línea:https://revistas.unne.edu.ar/index.php/riie/article/view/3680
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institution Universidad Nacional del Nordeste
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container_title_str Revistas UNNE - Universidad Nacional del Noroeste (UNNE)
language Español
format Artículo revista
topic Rationality
modes of thinking
models
evidence
abductive reasoning
scientific thinking
detective thinking
Racionalidad
modos de pensamiento
modelos
evidencias
razonamiento abductivo
pensamiento científico
pensamiento detectivesco
spellingShingle Rationality
modes of thinking
models
evidence
abductive reasoning
scientific thinking
detective thinking
Racionalidad
modos de pensamiento
modelos
evidencias
razonamiento abductivo
pensamiento científico
pensamiento detectivesco
Adúriz Bravo, Agustín; Universidad de Buenos Aires
Model-based’ thinking in Science Teaching
topic_facet Rationality
modes of thinking
models
evidence
abductive reasoning
scientific thinking
detective thinking
Racionalidad
modos de pensamiento
modelos
evidencias
razonamiento abductivo
pensamiento científico
pensamiento detectivesco
author Adúriz Bravo, Agustín; Universidad de Buenos Aires
author_facet Adúriz Bravo, Agustín; Universidad de Buenos Aires
author_sort Adúriz Bravo, Agustín; Universidad de Buenos Aires
title Model-based’ thinking in Science Teaching
title_short Model-based’ thinking in Science Teaching
title_full Model-based’ thinking in Science Teaching
title_fullStr Model-based’ thinking in Science Teaching
title_full_unstemmed Model-based’ thinking in Science Teaching
title_sort model-based’ thinking in science teaching
description In this paper I go through a variety of analyses that have been performed on the different ‘modes’ of scientific thinking; I do this from the perspective of didactics of science (i.e., science education as an academic discipline). I mainly revise the use of what has been called ‘logical rationality’ and ‘narrative rationality’ in science education in the different educational levels, from Kindergarten to University, under the hypothesis that these two modes of thinking can be recognised in the diversity of scientific texts that are used when teaching science. I relate the first mode of thinking to the ‘syntactic’ structure of the scientific disciplines, validated within the famous ‘context of justification’, and the second mode to the historical development of the disciplines, which occurs in the ‘context of discovery’. I recognise, in science classes and textbooks, a third, ‘hybrid’ mode of thinking, which can prove fruitful under the light of the current imperatives of science education for all. I propose that this new mode is based on the use of abductive reasoning, which ‘generates’ hypotheses and strongly employs theoretical models. Focussing on the ways in which models and evidence are used, I analogue scientific thinking to detective thinking; in both, evidence plays a central role when projecting the model to the problem to be solved.
publisher Facultad de Humanidades, Instituto de Investigaciones en Educación
publishDate 2015
url https://revistas.unne.edu.ar/index.php/riie/article/view/3680
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