Resumo

GOMEZ-SOTO, John Andersson. Disruptive Questions to Ground School Scientific Activity through the Analysis of Some Examples. Rev. Fac. Cienc. Tecnol. [online]. 2021, n.49, pp.295-310.  Epub 06-Fev-2022. ISSN 0121-3814.  https://doi.org/10.17227/ted.num49-4412.

This research article presents a series of disruptive questions that seek to question natural scientific activity from school science. Teachers are expected to enrich their rhetoric when interpreting and explaining scientific events discussed in the classroom. This is based on the analysis of some cases that have occurred in the history of science, for example, on the nature of matter, the concept of vacuum, the theory of gases, and Dirac's mathematical model, based on concepts such as truth, scientific fact, phenomenon, and experimentation, within the framework of a doctoral seminar, from the methodological perspective of participatory action research, the reporting and recording of discussions as instruments for collecting information. Finally, it is considered that teachers must assume a conception of science as a cultural product that allows the problematization of the world through the construction and implementation of school scientific models. It is precisely at the time of building these models that it is necessary to formulate the questions posed in this dissertation.

Palavras-chave : disruptive questions; experimentation; facts; phenomena; school science; truths.

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