Desarrollo del pensamiento científico por abducción a fenómenos naturales como acondicionamiento en la clase de química

Abstract

The development of scientific thinking in secondary education is integrated by the teaching of each of the sciences that contribute to a vision of reality. The teaching of chemistry allows a bridge between the microscopic and macroscopic view of nature that using theories as the previous ideas, and the didactic transposition allows the construction of hypotheses of scientific level in the student. Abduction as an alternative method of the classical scientific method, allows the student to know nature through proven facts, which when contrasted with particular situations generate questions necessary to develop their scientific thinking. This can be applied in the preamble of a daily chemistry class as introduction support of the topics to be seen. This method is applied in the Giovanni Antonio Farina School with students of the tenth and eleventh grade obtaining favorable results in the chemistry classes, as in the detection of cognitive gaps and their reinforcement, in addition to evidence an improvement in the census tests.