DOI:
https://doi.org/10.14483/25905791.16653Publicado:
2020-07-03Número:
Vol. 2 Núm. 6 (2020): Revista Noria - Investigación EducativaSección:
Investigación e InnovaciónConceptualización de naturaleza de la ciencia: el desarrollo de dos enfoques
Conceptualization of nature of science: the development of two approaches
Palabras clave:
Naturaleza de la Ciencia, conceptualización, didáctica de las ciencias (es).Descargas
Resumen (es)
La alfabetización científica ha sido un objetivo en las últimas reformas educativas de diferentes países, y la comprensión de la Naturaleza de la Ciencia (NOS – Nature of Science, en inglés) se considera estructural para dicho objetivo. Así, la conceptualización NOS es de especial valor, porque permite establecer reflexiones sobre qué NOS enseñar y para qué enseñar NOS. El presente documento describe las principales conceptualizaciones NOS que se encuentran en la literatura mundial. El intenso debate en la conceptualización NOS, es evidencia de la profusa actividad académica al respecto. Se distinguen claramente dos enfoques: de dominio general y dominio específico. El segundo surge como alternativa ante las críticas al primero. En el enfoque de dominio general, encontramos las propuestas de Lederman et al. (2002), Marín et al. (2013), McComas (2008), Niaz (2009), Osborne et al. (2003). Entre las propuestas del enfoque de dominio específico están: Adúriz-Bravo (2005), Wong y Hodson (2009), Allchin (2011), Matthews (2012), Irzik y Nola (2011), Erduran y Dagher (2014a) y Vázquez-Alonso y Manassero-Mas (2017a, 2017b). Las características de las anteriores conceptualizaciones son presentadas. Así, la conceptualización NOS es tan diversa, multifacética y compleja como la ciencia misma. Sin embargo, las reflexiones de estas conceptualizaciones son importantes en la formación docente, porque contribuyen en la elección de qué aspectos NOS enseñar y para qué enseñar NOS en las clases de ciencias. Además, estas conceptualizaciones son base para la amplia investigación NOS que se espera en las próximas décadas, porque representan un marco teórico y metodológico con alcances y limitaciones, a ser evaluados en el aula para la búsqueda de tan anhelada alfabetización científica.
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