Epistemological Foundations for Science Education

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dc.contributor.authorAriza Y.
dc.contributor.authorArriassecq I.
dc.contributor.authorCuellar L.
dc.contributor.authorSilva C.C.
dc.date.accessioned2024-12-01T07:00:07Z
dc.date.available2024-12-01T07:00:07Z
dc.date.issued2024
dc.description.abstract© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.According to many authors, scientific education promotes new ways of reasoning that should have an important epistemological component. Chapter 9 presents some recent epistemological models to foster pedagogical interventions in Latin American science classrooms toward giving students valid criteria to act consciously and autonomously. The authors posit that experiments and language in school science do not need to be strictly those of scientists for students to reach meaningful scientific knowledge: the questions and answers considered in the classroom will be different from those of scientists but still profoundly connected to them.
dc.fuente.origenScopus
dc.identifier.doi10.1007/978-3-031-52830-9_9
dc.identifier.issn18780784 18780482
dc.identifier.scopusidSCOPUS_ID:85191692598
dc.identifier.urihttps://doi.org/10.1007/978-3-031-52830-9_9
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/88697
dc.information.autorucFacultad de Educación; Ariza Bareño, Angel Yefrin; S/I; 1325095
dc.language.isoen
dc.nota.accesoContenido parcial
dc.pagina.final180
dc.pagina.inicio163
dc.publisherSpringer Science and Business Media B.V.
dc.revistaContemporary Trends and Issues in Science Education
dc.rightsacceso restringido
dc.subject21st-century skills
dc.subjectDigital storytelling
dc.subjectqualitative evidence review
dc.subjectskills development
dc.subjectsystematic review
dc.titleEpistemological Foundations for Science Education
dc.typecapítulo de libro
dc.volumen59
sipa.codpersvinculados1325095
sipa.indexScopus
sipa.trazabilidadCarga WOS-SCOPUS;01-12-2024
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