Alfabetización científica, aprendizaje situado y desarrollo de habilidades de pensamiento en la enseñanza de la química: un estudio de las controversias socio-científicas en el isomerismo

Abstract

Historical controversies, by providing a space for reflection and debate, stimulate science learning and foster scientific literacy, essential for shaping critical and participatory citizens. Through situated learning, this problematic scenario of science empowers the development of scientific thinking skills (chapter 1). This humanistic approach, which recognizes the dynamic and evolving nature of science (McComas, 2017; Manassero & Vázquez, 2019), allows students to develop critical and reflective skills by analyzing science from various perspectives: human, academic, and social (Izquierdo et al., 2016). Isomerism, a key concept in chemistry, has been a scenario for exploring meaningful learning. While research has been conducted on its potential to promote metacognitive thinking, its use to develop scientific thinking skills in the context of scientific controversies is still limited (chapters 2 and 3). Therefore, this research analyzes the impact of the historical-epistemological study of controversies about isomerism, under the perspective of Lakatos and Bachelard, which can foster the development of scientific thinking skills in students (chapter 5). By recognizing epistemological obstacles as drivers of knowledge construction, this study seeks to evaluate the role of scientific controversies as arenas for discussion and learning. This study integrates elements of scientific literacy, the nature of science, and historical­epistemological analysis to develop scientific thinking skills, following the model of Marzano and Kendall. By setting clear learning objectives, the aim is to foster an intentional development of these capacities in the classroom. The results, obtained through a qualitative data analysis using MAXQDA software (chapter 6), revealed that students significantly developed skills such as retrieval, recognition, understanding, and use of scientific knowledge. Additionally, an increase in positive attitudes towards science was observed. These findings support the idea that the study of historical controversies, by promoting active and critical learning, contributes to a deeper scientific literacy and better preparation to face the challenges of the contemporary world (chapter 7). The results of this research have important implications for teaching practice, suggesting that the incorporation of socio-scientific discussions in the classroom can be an effective strategy to improve science teaching.