The specific epistemology of biology as an emerging discipline and its possible contribution to the didactics of biology.

This paper argues in favor of the use of contents from the so-called specific epistemology of biology in the teaching of this discipline at different educational levels, with special emphasis on secondary school. The strategy of using selected episodes from the history of biology (e.g., those referr...

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Autores principales: Adúriz-Bravo, Agustín, Erduran, Sibel
Formato: Artículo revista
Lenguaje:Español
Publicado: Asociación de Docentes de Ciencias Biológicas de la Argentina 2003
Materias:
epistemology
Epistemología
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/36672
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Revista de Educación en Biología de Universidad Nacional de Córdoba
id I10-R313-article-36672
record_format ojs
spelling I10-R313-article-366722022-02-12T00:26:46Z The specific epistemology of biology as an emerging discipline and its possible contribution to the didactics of biology. La epistemología específica de la biología como disciplina emergente y su posible contribución a la didáctica de la biología Adúriz-Bravo, Agustín Erduran, Sibel epistemology Epistemología This paper argues in favor of the use of contents from the so-called specific epistemology of biology in the teaching of this discipline at different educational levels, with special emphasis on secondary school. The strategy of using selected episodes from the history of biology (e.g., those referring to the work of Pasteur and Darwin) to exemplify questions about the nature of science, although not yet widespread among teachers, has a long tradition in teaching. We say that this didactic strategy generally consists of the application of epistemological models related to biology. As opposed to it, we introduce the application of epistemological models walked in biology, and we provide examples available in the literature of biology didactics. It is argued here that this second type of models can be particularly powerful in improving the quality of biology learning by providing students with relevant answers to the fundamental epistemological question of what biologists do. En este trabajo se argumenta a favor del uso de los contenidos provenientes de la llamada epistemología específica de la biología en la enseñanza de esta disciplina en los diferentes niveles educativos, con especial énfasis en la escuela secundaria. La estrategia de usar episodios selectos de la historia de la biología (por ejemplo, los referidos a los trabajos de Pasteur y Darwin) para ejemplificar cuestiones sobre la naturaleza de la ciencia, aunque aún no está del todo difundida entre el profesorado, tiene una larga tradición en la enseñanza. Decimos que esta estrategia didáctica generalmente consiste en la aplicación de modelos epistemológicos relacionadas con la biología. Frente a ella, introducimos la aplicación de modelos epistemológicos andados en la biología, y proporcionamos ejemplos disponibles en la literatura de la didáctica de la biología. Se afirma aquí que este segundo tipo de modelos pueden resultar particularmente potentes para mejorar la calidad del aprendizaje de la biología, al proporcionar a los estudiantes respuestas pertinentes a la pregunta epistemológica fundamental de qué es lo que hacen los biólogos Asociación de Docentes de Ciencias Biológicas de la Argentina 2003-05-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/36672 10.59524/2344-9225.v6.n1.36672 Journal of Biology Education; Vol. 6 No. 1 (2003): Journal of Biology Education; 9-14 Revista de Educación en Biología; Vol. 6 Núm. 1 (2003): Revista de Educación en Biología; 9-14 2344-9225 0329-5192 10.59524/2344.9225.v6.n1 spa https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/36672/37038 Derechos de autor 2022 Agustín Adúriz-Bravo, Sibel Erduran 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 epistemology
Epistemología
spellingShingle epistemology
Epistemología
Adúriz-Bravo, Agustín
Erduran, Sibel
The specific epistemology of biology as an emerging discipline and its possible contribution to the didactics of biology.
topic_facet epistemology
Epistemología
author Adúriz-Bravo, Agustín
Erduran, Sibel
author_facet Adúriz-Bravo, Agustín
Erduran, Sibel
author_sort Adúriz-Bravo, Agustín
title The specific epistemology of biology as an emerging discipline and its possible contribution to the didactics of biology.
title_short The specific epistemology of biology as an emerging discipline and its possible contribution to the didactics of biology.
title_full The specific epistemology of biology as an emerging discipline and its possible contribution to the didactics of biology.
title_fullStr The specific epistemology of biology as an emerging discipline and its possible contribution to the didactics of biology.
title_full_unstemmed The specific epistemology of biology as an emerging discipline and its possible contribution to the didactics of biology.
title_sort specific epistemology of biology as an emerging discipline and its possible contribution to the didactics of biology.
description This paper argues in favor of the use of contents from the so-called specific epistemology of biology in the teaching of this discipline at different educational levels, with special emphasis on secondary school. The strategy of using selected episodes from the history of biology (e.g., those referring to the work of Pasteur and Darwin) to exemplify questions about the nature of science, although not yet widespread among teachers, has a long tradition in teaching. We say that this didactic strategy generally consists of the application of epistemological models related to biology. As opposed to it, we introduce the application of epistemological models walked in biology, and we provide examples available in the literature of biology didactics. It is argued here that this second type of models can be particularly powerful in improving the quality of biology learning by providing students with relevant answers to the fundamental epistemological question of what biologists do.
publisher Asociación de Docentes de Ciencias Biológicas de la Argentina
publishDate 2003
url https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/36672
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