En defensa de las actitudes y emociones en la educación científica (I): evidencias y argumentos generales

Revista Eureka sobre Enseñanza y Divulgación de las Ciencias

关键词: school science;    emotional education;    motivation;    scientific and technological literacy;    attitudes to science and technology;    nature of science;   

DOI  :  

来源: DOAJ

【 摘 要 】

The traditional school science and technology curriculum, school textbooks and teaching and learning classroom practices abusively uses the two logical positivist epistemic factors, the empiric reference and the logical reasoning, together with its epitome the mathematical language, which sustain the truth and objectivity as if they were the essential values of science. This abusive domain of the epistemic factors produces a main remarkable consequence on science teaching: the exclusion of all those educational features that oppose them, such as the social, cultural or affective features of science and technology, as they are considered inappropriate, non-scientific and incompatible with the objectivity of science, though they may be educationally valuable. However, the multiple criticisms on logical positivism coming from the philosophical, sociological and historical analyses of science have highlighted the presence of the affective, attitudinal and emotional aspects, among others, on the construction of scientific knowledge. This paper argues for the recovering of the attitudinal and affective aspects as vital resources in science teaching and learning. This first part of the paper reviews the evidences and arguments coming from the general education and the current challenges that tackle science education, because of the neglect of affective factors.

【 授权许可】

Unknown