dc.creator |
Leonor C. de Cudmani |
|
dc.date |
2001-01-01T00:00:00Z |
|
dc.date.accessioned |
2015-07-20T22:29:02Z |
|
dc.date.available |
2015-07-20T22:29:02Z |
|
dc.identifier |
10.1590/S1516-73132001000200002 |
|
dc.identifier |
1516-7313 |
|
dc.identifier |
1980-850X |
|
dc.identifier |
https://doaj.org/article/af2c11fd5d89410582e7b99927bba465 |
|
dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/22086 |
|
dc.description |
Se plantea la influencia que podría tener en la Educación Científicas las nuevas concepciones sobre el grado de verdad del conocimiento científico. Los modelos constructivistas plantean una sana relativización de las ideas de racionalidad, proceso, verdad etc.; pero ¿hasta dónde es razonable llevar esa relativización? El debate está instalado en los asientos académicos, en los medios, en los niveles de decisión sobre políticas educativas. ¿Deberíamos preparar a los futuros profesores para situarse críticamente ante esta cuestión?.<br>The article discusses the influence that could really have in scientific education the degree of truth of new scientific conceptions. Constructivistic models outline a relativistic position for rationality, progress and truth, but, hich is the limit for this position? The debate is installed in academic environments, at the media and at the levels of decision in educational policy. Should we prepare future professors to construct critical positions to this question? |
|
dc.language |
Portuguese |
|
dc.language |
Spanish |
|
dc.publisher |
Programa de Pós-Graduação em Educação para a Ciência, Bauru: Faculdade de Ciências, UNESP |
|
dc.relation |
http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1516-73132001000200002 |
|
dc.relation |
https://doaj.org/toc/1516-7313 |
|
dc.relation |
https://doaj.org/toc/1980-850X |
|
dc.rights |
CC BY-NC |
|
dc.source |
Ciência & Educação, Vol 7, Iss 2, Pp 155-168 (2001) |
|
dc.subject |
Educación Científica |
|
dc.subject |
Conocimiento Científico |
|
dc.subject |
Formación de Profesores |
|
dc.subject |
Scientific Education |
|
dc.subject |
Scientific Knowledge |
|
dc.subject |
Teachers Formation |
|
dc.subject |
Education (General) |
|
dc.subject |
L7-991 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
DOAJ:Education |
|
dc.subject |
DOAJ:Social Sciences |
|
dc.subject |
Education (General) |
|
dc.subject |
L7-991 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
DOAJ:Education |
|
dc.subject |
DOAJ:Social Sciences |
|
dc.subject |
Education (General) |
|
dc.subject |
L7-991 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
Education (General) |
|
dc.subject |
L7-991 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
Education (General) |
|
dc.subject |
L7-991 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.title |
"Cuestiones que plantean las concepciones posmodernas en la enseñanza de las ciencias: visiones de científicos destacado de la historia" |
|
dc.type |
article |
|