Óscar Eugenio Tamayo Alzate

La argumentación en clase de ciencias, un modelo para su enseñanza

Argumentation in science is a dialogic process and a fundamental tool for the co-construction of more meaningful understandings of the concepts discussed in class. Therefore, it is one of the responsibilities to be assumed explicitly in science teaching and learning. The central aim of our research is to propose a model for teaching argumentation in science. We have collected and analyzed qualitatively information from a teacher who participates in a critical reflection process on argumentation and her own performance. The findings evidence how important it is for teachers to deepen their knowledge of epistemological, conceptual and teaching aspects, which are key to a model for teaching argumentation in science. Similarly, we show how identifying these aspects both in the teachers thought and performance, and the relationship between them, allows constructing a model for teaching science argumentation.

Las ciencias, su enseñanza y su relación con la cultura

Puede parecer inusual. Insolito o inusitados al desprevenido lector la relacion existente entre las ciencias y la cultura: sin embargo hay elementos que en forma permanente logran importantes puntos de encuentro entre estas dos esferas del desarrollo humano. El presente articulo lo inrciaremos con una breve descripcion sobre lo que han sido las ciencias y su ensenanza. se resalta de paso, el vinculo existente con la cultura.