A concepção de ciência de Popper e o ensino de ciências Popper's conception of science and the teaching of sciences

dc.creator	Carlos Alberto Rufatto
dc.creator	Marcelo Carbone Carneiro
dc.date	2009-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:38:54Z
dc.date.available	2015-07-20T22:38:54Z
dc.identifier	10.1590/S1516-73132009000200003
dc.identifier	1516-7313
dc.identifier	1980-850X
dc.identifier	https://doaj.org/article/a849fd02cb3e490293a9dc9f387e4477
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/23169
dc.description	Procurou-se identificar as consequências mais importantes da concepção de ciência de Popper, que deu origem a um rico debate na Filosofia das Ciências, para o Ensino de Ciências. O acompanhamento deste debate permite perceber a riqueza do processo científico, reconhecendo as contribuições daqueles que debateram com Popper; bem como a importância dos aspectos da ciência que Popper valorizou e procurou preservar. As críticas e os debates em torno das abordagens de mudança conceitual contribuíram para a percepção da riqueza e complexidade desse processo. Quando considerados os objetivos institucionais das escolas e as expectativas sociais em torno da compreensão adequada e da procura de superação dos paradigmas vigentes a manutenção de certos aspectos, inerentes ao processo de mudança conceitual, pode se mostrar relevante. Neste sentido, a obra de Popper pode oferecer importante apoio para valorizar aspectos racionais que poderiam presidir o processo de aprender Ciências.<br>This work aimed at identifying the most important consequences of Popper's conception of science education, which started a fertile debate in the Philosophy of Science. By following this debate, it is possible to notice the richness of the cientific process, recognizing the contributions brought by those who debated with Popper, and the importance of aspects of science that Popper valued and attempted to preserve. The criticism and the debate over the approaches towards conceptual change contributed to the perception of the wide extent and complexity of this process. However, the maintenance of certain aspects, inherent in the process of conceptual change, may be relevant when the institutional objectives of the schools and the social expectations over the appropriate understanding and over the attempt to overcome current paradigms are considered. In this way, Popper's work may offer important support to valuing rational aspects that could inform the process of learning Science.
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=S1516-73132009000200003
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 15, Iss 2, Pp 269-289 (2009)
dc.subject	Filosofia da Ciência
dc.subject	Epistemologia popperiana
dc.subject	Escolha e debate racional
dc.subject	Mudança conceitual
dc.subject	Philosophy of Science
dc.subject	Popper's epistemology
dc.subject	Rational choice and debate
dc.subject	Conceptual change
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	A concepção de ciência de Popper e o ensino de ciências Popper's conception of science and the teaching of sciences
dc.type	article