Lectura epistemológica de la historia de la ciencia en los “descubrimientos”: explicación y abducción en la enseñanza de las ciencias naturales

Alger Sans Pinillos; Agustín Adúriz-Bravo

doi:10.53727/rbhc.v15i2.816

Authors

Alger Sans Pinillos Università di Pavia https://orcid.org/0000-0002-8817-7286
Agustín Adúriz-Bravo CONICET/Universidad de Buenos Aires https://orcid.org/0000-0002-8200-777X

DOI:

https://doi.org/10.53727/rbhc.v15i2.816

Keywords:

abductive reasoning, nature of science, scientific discovery, epitomes, narratives of historical cases, science teacher education

Abstract

An adequate understanding of school scientific explanation (and argumentation) requires consistently introducing in science teaching contributions from different meta-scientific disciplines (such as the philosophy, history and sociology of science). A way to work along this line, which has a long tradition in didactics of science, is to perform a critical epistemological analysis on narratives of historical cases. Cases can be effective tools to exemplify content from the nature of science that should be taught in science classes. In this article, narratives of some “epitomes” (or paradigmatic examples) of scientific discovery are epistemologically analysed using as conceptual framework the theorisation on abductive inference. The purpose is to help science teachers understand in context central methodological aspects of scientific enquiry.

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