Visiones deformadas de la ciencia transmitidas por la enseñanza

Abstract

Resumen. Numerosas investigaciones han mostrado que la enseñanza de las ciencias, incluso en el nivel universitario, apenas proporciona ocasión a los estudiantes de familiarizarse con las estrategias características del trabajo científico. Como consecuencia de ello las concepciones de los estudiantes, e incluso de los mismos profesores, acerca de la naturaleza de la ciencia no difieren de la visiones ingenuas adquiridas por impregnación social. En este trabajo se argumenta la importancia de estas visiones deformadas como uno de los principales obstáculos para la renovación de la enseñanza de las ciencias y se analiza la atención concedida por la investigación didáctica al conjunto de deformaciones y reduccionismos. Palabras clave. Naturaleza de la ciencia, visiones deformadas de la ciencia, concepciones docentes, formación del profesorado.Summary. Many studies have shown that science education, even at university level, rarely gives students the opportunity to practise the strategies characteristic to the scientific approach. This results in the fact that students' and even science teachers' conceptions about the nature of science don't differ from so-called «folk» or «naïve» views, acquired by social impregnation. In this paper we discuss the importance of these distorted views as one of the main obstacles to renewal movements in science education and we analyse the attention paid by science education research to the different distortions and reductionisms.

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