Modelos cosmológicos en la Ciencia Escolar. Aportes desde la historia de la ciencia para su enseñanza – aprendizaje -Cosmological Models in School Science. Contributions from the history of science to its teaching - learning
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Universidad Distrital Francisco José de Caldas
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Esta investigación tuvo por objetivo analizar los modelos explicativos del estudiantado de séptimo básico (11 – 12 años) acerca del sistema Solar, antes y después de una intervención didáctica que incluía la historia de la ciencia en la enseñanza de los modelos cosmológicos, considerando el Modelo Cognitivo de Ciencia (Giere, 1992). El diseño metodológico se desarrolló a través de dos etapas: a. Diseño y validación de una unidad didáctica, desde el Ciclo Constructivista de Aprendizaje (Sanmartí, 2000) y, b. Identificación y comparación de los modelos explicativos estudiantiles antes y después de la intervención didáctica. Los principales resultados evidencian que el aporte de la historia de la ciencia es significativo para la construcción de modelos explicativos dinámicos, complejos y flexibles acerca de los modelos cosmológicos, los cuales se caracterizan por incluir nuevos elementos, establecer más relaciones entre los cuerpos celestes y poseer un lenguaje más especializado.
This study seek to examine the explanatory models of secondary school students, concerning the solar system before and after an didactic intervention involving the history of science related to cosmological models, based from the cognitive model of science (Giere, 1992). The research took place in two stages: a. Design and validation of a didactic unit according to the constructivist learning cycle (Sanmartí, 2000); and b. Identification and comparison of the explicative models before and after the proposed educational intervention. The main findings expose that the role of the history of science is relevant for the construction of more complex and variable, dynamic explicative models related to cosmological theory. Such models were strongly characterized by the inclusion of novel elements, a strong correlation between several celestial bodies and to expose a more specialized language.
This study seek to examine the explanatory models of secondary school students, concerning the solar system before and after an didactic intervention involving the history of science related to cosmological models, based from the cognitive model of science (Giere, 1992). The research took place in two stages: a. Design and validation of a didactic unit according to the constructivist learning cycle (Sanmartí, 2000); and b. Identification and comparison of the explicative models before and after the proposed educational intervention. The main findings expose that the role of the history of science is relevant for the construction of more complex and variable, dynamic explicative models related to cosmological theory. Such models were strongly characterized by the inclusion of novel elements, a strong correlation between several celestial bodies and to expose a more specialized language.
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Educación Básica, Enseñanza-Aprendizaje de la Astronomía, Modelos Cosmológicos, Modelos Explicativos Escolares, Sistema Solar