The Historical-Philosophical Approach and the Didactics of Science - Sixty Years after the Publication of The Structure of Scientific Revolutions

In this paper I will reflect on the relationships between philosophy and the didactics of science, focusing in particular on Thomas Kuhn’s ideas. These are quite complex, since didactic and public communication of science concerns are at the heart of the objectives of philosophy of science at the be...

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Autor principal: Ginnobili, Santiago
Formato: Artículo revista
Lenguaje:Español
Publicado: Asociación de Docentes de Ciencias Biológicas de la Argentina 2022
Materias:
Philosophy of science
Science education
Thomas Kuhn
Incommensurability
Filosofía de la ciencia
Didáctica de la ciencia
Inconmensurabilidad
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/37589
Aporte de:
Revista de Educación en Biología de Universidad Nacional de Córdoba
id I10-R313-article-37589
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spelling I10-R313-article-375892023-02-02T19:08:50Z The Historical-Philosophical Approach and the Didactics of Science - Sixty Years after the Publication of The Structure of Scientific Revolutions El enfoque histórico filosófico y la didáctica de la ciencia - A 60 años de la publicación de La estructura de las revoluciones científicas Ginnobili, Santiago Philosophy of science Science education Thomas Kuhn Incommensurability Filosofía de la ciencia Didáctica de la ciencia Thomas Kuhn Inconmensurabilidad In this paper I will reflect on the relationships between philosophy and the didactics of science, focusing in particular on Thomas Kuhn’s ideas. These are quite complex, since didactic and public communication of science concerns are at the heart of the objectives of philosophy of science at the beginning of the twentieth century as well as of the context of writing of The Structure of Scientific Revolutions. On the other hand, Kuhn's approach was influential on the didactics of science. The discussion of such relationships will allow me to point out the tension, about which Kuhn has extensively discussed, between specialization and miscommunication between different scientific communities. For Kuhn, dogmatism is an essential part of scientific progress. I will try to show that this idea is part of Kuhnian ideology rather than a corollary of his approach. Finally, I will try to show different ways in which Kuhnian ideas can be (and have been) relevant to the didactics of science. En este trabajo reflexionaré acerca de las relaciones entre la filosofía y la didáctica de la ciencia, centrándome en especial en las ideas de Thomas Kuhn. Estas resultan bastante complejas, pues, las preocupaciones didácticas y de comunicación pública de la ciencia se encuentran en el centro de los objetivos de la filosofía de la ciencia de comienzos de siglo XX así como del contexto de escritura de La estructura de las revoluciones científicas. Por otro lado, el enfoque de Kuhn fue influyente sobre la didáctica de la ciencia. La discusión de tales relaciones me permitirá señalar la tensión, sobre la que Kuhn ha discutido mucho, entre la especialización y la incomunicación entre diferentes comunidades científicas. Para Kuhn, el dogmatismo es una parte esencial del progreso científico. Intentaré mostrar que esta idea forma parte de la ideología kuhniana más que un corolario de su enfoque. Finalmente, intentaré mostrar diferentes sentidos en los que las ideas kuhnianas pueden ser relevantes (y lo han sido) para la didáctica de la ciencia. Asociación de Docentes de Ciencias Biológicas de la Argentina 2022-07-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo evluado por pares application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/37589 10.59524/2344-9225.v25.n2.37589 ark:/s23449225/6rl7r4q30 Journal of Biology Education; Vol. 25 No. 2 (2022): Revista de Educación en Biología; 3-21 Revista de Educación en Biología; Vol. 25 Núm. 2 (2022): Revista de Educación en Biología; 3-21 2344-9225 0329-5192 10.59524/2344.9225.v25.n2 spa https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/37589/38353 https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/37589/40372 Derechos de autor 2022 Santiago Ginnobili https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-313
container_title_str Revista de Educación en Biología
language Español
format Artículo revista
topic Philosophy of science
Science education
Thomas Kuhn
Incommensurability
Filosofía de la ciencia
Didáctica de la ciencia
Thomas Kuhn
Inconmensurabilidad
spellingShingle Philosophy of science
Science education
Thomas Kuhn
Incommensurability
Filosofía de la ciencia
Didáctica de la ciencia
Thomas Kuhn
Inconmensurabilidad
Ginnobili, Santiago
The Historical-Philosophical Approach and the Didactics of Science - Sixty Years after the Publication of The Structure of Scientific Revolutions
topic_facet Philosophy of science
Science education
Thomas Kuhn
Incommensurability
Filosofía de la ciencia
Didáctica de la ciencia
Thomas Kuhn
Inconmensurabilidad
author Ginnobili, Santiago
author_facet Ginnobili, Santiago
author_sort Ginnobili, Santiago
title The Historical-Philosophical Approach and the Didactics of Science - Sixty Years after the Publication of The Structure of Scientific Revolutions
title_short The Historical-Philosophical Approach and the Didactics of Science - Sixty Years after the Publication of The Structure of Scientific Revolutions
title_full The Historical-Philosophical Approach and the Didactics of Science - Sixty Years after the Publication of The Structure of Scientific Revolutions
title_fullStr The Historical-Philosophical Approach and the Didactics of Science - Sixty Years after the Publication of The Structure of Scientific Revolutions
title_full_unstemmed The Historical-Philosophical Approach and the Didactics of Science - Sixty Years after the Publication of The Structure of Scientific Revolutions
title_sort historical-philosophical approach and the didactics of science - sixty years after the publication of the structure of scientific revolutions
description In this paper I will reflect on the relationships between philosophy and the didactics of science, focusing in particular on Thomas Kuhn’s ideas. These are quite complex, since didactic and public communication of science concerns are at the heart of the objectives of philosophy of science at the beginning of the twentieth century as well as of the context of writing of The Structure of Scientific Revolutions. On the other hand, Kuhn's approach was influential on the didactics of science. The discussion of such relationships will allow me to point out the tension, about which Kuhn has extensively discussed, between specialization and miscommunication between different scientific communities. For Kuhn, dogmatism is an essential part of scientific progress. I will try to show that this idea is part of Kuhnian ideology rather than a corollary of his approach. Finally, I will try to show different ways in which Kuhnian ideas can be (and have been) relevant to the didactics of science.
publisher Asociación de Docentes de Ciencias Biológicas de la Argentina
publishDate 2022
url https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/37589
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AT ginnobilisantiago historicalphilosophicalapproachandthedidacticsofsciencesixtyyearsafterthepublicationofthestructureofscientificrevolutions
first_indexed 2024-09-03T20:32:13Z
last_indexed 2024-09-03T20:32:13Z
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