Análisis de la incorporación de elementos de historia y filosofía de la ciencia para la enseñanza de un concepto disciplinar y la reflexión explícita de una categoría de naturaleza de la ciencia

Abstract

The general objective of this research is to analyze how the teachers under study incorporate elements of History and Philosophy of Science, within the design of a didactic unit (UD), for the teaching of a disciplinary concept and the explicit reflection of a category. of NOS, this in order to answer the research question: How do the teachers under study incorporate elements of History and Philosophy of Science, within the design of a didactic unit for teaching a disciplinary concept and the explicit reflection of a category of NOS? Taking the above into account, we worked under the qualitative paradigm and the perspective of an interpretive, critical and propositional nature, with a hermeneutical methodological proposal. It was carried out in four stages with 14 teachers who are enrolled in the Interinstitutional Doctorate in Education program attached to the Francisco José de Caldas District University (DIE – UD), who teach in different educational institutions. This arises because of the need to delve deeper into how practicing teachers incorporate elements of NOS; that is, how through the design of UD they incorporate elements of the different metasciences and how they relate them to each other; Furthermore, there is a need to delve deeper into how teachers in postgraduate training generate explicit reflections on the different categories of NOS for teaching disciplinary concepts of the natural sciences. Finally, the importance of raising teachers' awareness in their training processes about the contributions of relating HC, FC and CD in science teaching is highlighted, as well as making explicit reflections on NOS and its categories from each of the disciplinary themes that, according to the curricular frameworks, must be taught at each school level, since they allow the generation of increasingly more informed conceptions about science, leaving aside the myths that have been generated in this regard from the methodologies of traditional education, and It will allow both teachers and students to become more interested in science and to contribute to scientific development from their context.