Search

We introduce a novel point of view on the “models as mediators” framework in order to emphasize certain important epistemological questions about models in science which have so far been little investigated. To illustrate how this perspective can help answer these kinds of questions, we explore the use of simplified models in high energy physics research beyond the Standard Model. We show in detail how the construction of simplified models is grounded in the need to mitigate pressing epistemic problems concerning the uncertainty inherent in the present theoretical and experimental contexts.

This research investigates how a group of professors, graduate students in Science Teaching, establishes relationships between human nature, philosophy of education and epistemology of science. From this investigation, reflections on the implications of human nature in science education were made. A set of classes was prepared and implemented in a discipline of the Graduate Program in Science Education: Chemistry of Life and Health. We have taken as theoretical basis the ideas contained in some writings of Jacques Maritain, a French philosopher of the twentieth century known as a neotomist. Our hypothesis is that the relationship between human nature and philosophy of education is a direct one, since the educational system is built upon a concept of human nature that underlies the human being to be educated, and all educational activity. Science, as we know it from the sixteenth century, have had a great influence on the two points mentioned above; thus, a better understanding of how this relationship occurs in Jacques Maritain's thinking can help science education contribute to integral human development. The data obtained by the research instruments were analyzed through the Grounded Theory (STRAUS AND CORBIN, 2008; CHARMAZ, 2009), and the results revealed that the research participants established some relationships between the three above-mentioned themes, predominantly indirectly, but also directly. The students presented evidence that the teachers' philosophy of education should be explicit, and that it is influenced by their concept of human being, also that theirs conceptions of science affect the teaching practice. Moreover, the epistemology of science presented potential to foster discussions on the other two topics. Esta pesquisa investiga como um grupo de professores, pós-graduandos em Ensino de Ciências, estabelece relações entre a natureza humana, a filosofia da educação e a epistemologia da ciência. A partir desta investigação foram feitas reflexões sobre as implicações da natureza humana na educação em ciências. Foi elaborado um conjunto de aulas e implementado em uma disciplina do Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde. Tomamos como base teórica as ideias contidas em alguns escritos de Jacques Maritain, filósofo francês do século XX conhecido como neotomista. Nossa hipótese é que a relação entre a natureza humana e a filosofia da educação é direta, visto que o sistema educacional é erigido sobre um conceito de natureza humana que fundamenta o ser humano que se deseja educar e toda a ação educacional. A ciência, tal como a conhecemos a partir do século XVI, exerceu grande influência sobre os dois pontos acima citados; assim, compreender melhor como se dá essa relação através do pensamento de Jacques Maritain pode auxiliar o ensino de ciências a contribuir com o desenvolvimento humano integral. Os dados obtidos pelos instrumentos de pesquisa foram analisados através da Teoria Fundamentada (STRAUS E CORBIN, 2008; CHARMAZ, 2009), e os resultados revelaram que os participantes da pesquisa estabeleceram algumas relações entre os três temas supracitados, predominantemente de forma indireta, mas também de maneira direta. Os estudantes apresentaram evidências de que a filosofia da educação deve ser explicitada, que ela é influenciada pela visão de ser humano e que as concepções de ciência dos professores incidem sobre a sua prática docente. Além disso, a epistemologia da ciência apresentou potencialidade para ser fomentadora de discussões sobre os outros dois tópicos.

Este recurso consiste en una presentación con diversas secciones para explicar y visualizar conceptos físicos y aspectos básicos de la cosmología contemporánea. El objetivo propuesto consiste en facilitar a estudiantes de humanidades, sin formación especializada en física o disciplinas afines, elementos teóricos imprescindibles para adquirir una noción de carácter divulgativo pero informada y mínimamente rigurosa de algunos desarrollos teóricos y conceptuales relevantes que subyacen a la imagen contemporánea del universo y permiten identificar enfoques recientes en epistemología compatibles con aquella. This presentation includes several sections in order to explain and visualize physical concepts and basic aspects of contemporary cosmology. Oriented to students without scientific background, it provides theoretical and visual elements relevant to understand basic notions associated with the contemporary image of the universe.

Resumen A continuación, se presenta un resultado parcial de la investigación “Concepciones de ciencia, tecnología y las relaciones CTS en profesores universitarios y de formación media, y en textos escolares de ciencias”. Enseguida se aborda la pregunta relacionada con las concepciones que sobre la naturaleza de la tecnología expresan los profesores universitarios de la Facultad de Ciencias de la Universidad del Tolima. La información se recogió mediante entrevista focal y el análisis de la información se realizó mediante análisis de contenido. Se encuentra que los profesores expresan diversas concepciones sobre la naturaleza de la tecnología, algunas más desactualizadas que otras. Solo un docente expresa una visión adecuada y actualizada. Abstract Next, it´s a partial result of the research investigation “Conceptions of sciences, technology and CTS relations with training academic, secondary teachers and sciences textbooks.”Then the question about teachers´ conceptions of the nature of technology is that teachers of the University of Tolima expressed is discussed. Information was collected through interviews and focus information analysis was performed using content analysis. It´s found that teachers have different conceptions about the nature of technology some more outdated than others. Resumo Abaixo apresenta um resultado parcial de "concepções de ciência, tecnologia e pesquisa as relações CTS em acadêmicos e treinamento de mídia e em livros didáticos de ciência". Em seguida, aborda a questão das concepções sobre a natureza dos professores da Universidade expressas a tecnologia da faculdade de Ciências da Universidade de Tolima. A informação foi recolhida através de entrevista focal e análise de informações foi realizada através da análise de conteúdo. É que os professores expressaram diferentes concepções sobre a natureza da tecnologia, mais desatualizada do que outros. Um professor que expressa uma visão actualizada.

Resumen: Se presentan algunos fundamentos metodológicos y teóricos surgidos en un trabajo de investigación, cuyo propósito fue establecer y explicitar las posibles relaciones entre la implementación de actividades experimentales en la clase de Ciencias y la construcción social de conocimiento científico, a través de reflexiones sobre el proceso de medición en torno al fenómeno de la flotación de los cuerpos y su relación con el concepto de densidad. Para alcanzar el propósito planteado, se organiza el fenómeno de la flotabilidad de los cuerpos en relación con los conceptos de peso específico y densidad, y se construye la interlocución, a través de un análisis histórico-crítico y epistemológico, donde se privilegian autores como Arquímedes y Galileo. Lo anterior, se constituye en una alternativa a la manera tradicional de asumir las magnitudes y los procesos de medida como externos a los fenómenos y desprovistos de cualquier experiencia sensible por parte del sujeto que experimenta. Abstract: Methodological and theoretical foundations obtained from an investigative work are presented, whose purpose was to establish and explain the possible relationships between the implementation of experimental activities in the Science class and the social construction of scientific knowledge, through reflections about the measurement process around the phenomenon flotation within the bodies and its relation with the concept of density. To reach the stated purpose, the flotation phenomenon of the bodies is organized in relation to the concepts of specific weight and density, and the interlocution is formed, through a historical and critical analysis using authors like Galileo and Archimedes. The previous information constitutes an alternative to the traditional way of assuming the magnitude and measurement processes as external to the phenomenon and separate any sensible experience from the subject conducting the experiment. Resumo: Se apresentam alguns fundamentos metodológicos e teóricos surgidos num trabalho de pesquisa, cujo propósito foi estabelecer e demonstrar as possíveis relações entre a implementação de atividades experimentais na aula de Ciências e a construção social do conhecimento científico, através de reflexões sobre o processo de medição em torno dos fenômenos de flutuação dos corpos e sua relação como o conceito de Densidade. Para alcançar o propósito estabelecido, se organiza o fenômeno da flutuação dos corpos em relação ao conceito de peso específico e densidade e se constrói a interlocução, através de uma análise histórica-crítica e epistemológica, onde se privilegiam autores como Arquimedes e Galileu. O anterior, se constitui em una alternativa à forma tradicional de assumir as magnitudes e os processos de medida como externos aos fenômenos e desprovidos de qualquer experiencia sensível por parte do sujeito que experimenta.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2017-05-29T12:21:52Z No. of bitstreams: 1 Ana Fukui_.pdf: 1987043 bytes, checksum: 2d159b17ac78ffbf699fae0d08bea5b8 (MD5) Made available in DSpace on 2017-05-29T12:21:52Z (GMT). No. of bitstreams: 1 Ana Fukui_.pdf: 1987043 bytes, checksum: 2d159b17ac78ffbf699fae0d08bea5b8 (MD5) Previous issue date: 2017-02-22 CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior O presente trabalho pesquisou a divulgação da ciência sob o olhar da Linguística do Texto (KOCH, 2009) juntamente com aportes da epistemologia da ciência (BACHELARD, 1996). O principal objetivo foi entender como o conhecimento científico é construído em um texto de divulgação científica. Para isso foram definidas as seguintes ações: a proposição de um modelo de comunicação que identificou e descreveu as particularidades do corpus escolhido; a construção de um diálogo com uma abordagem epistemológica do corpus que permita entender como a ciência é representada e a busca de evidências dos itens anteriores em textos selecionados. A fundamentação teórica discutiu os modelos comunicacionais existentes na consolidação do conceito de situação de comunicação e contrato de comunicação (CHARAUDEAU, 2014) para entender o lugar da revista Ciência Hoje na mídia, segundo a Semiolinguística. Em seguida, houve uma articulação da referenciação (MONDADA, 2002) juntamente com a epistemologia da ciência para estipular a negociação de significados entre o leitor e o cientista ao considerar o senso comum, para, somente então, construir o conhecimento científico. A metodologia utilizada justificou a escolha do editorial de primeiro exemplar do ano, trouxe os critérios de seleção dos textos e dos trechos a serem analisados. Com esses instrumentos foram selecionadas as introduções de 8 dos 18 textos que compõem o corpus. Os resultados obtidos mostraram que foi preciso modificar alguns itens do contrato de comunicação para descrever adequadamente as condições de contorno da revista Ciência Hoje. A partir da análise realizada com instrumentos da Linguística do Texto foi possível entender como ocorre a construção de um objeto de discurso (MARCUSCHI, 2011) na divulgação científica, em que há uma aproximação entre a linguagem comum e a linguagem científica. Outro resultado a ser destacado é a presença de um plano de texto (ADAM, 2011) recorrente nas introduções selecionadas, que traz uma mesma estrutura argumentativa, embora as estratégias textuais escolhidas pelos autores sejam bastante distintas. Os resultados também mostraram que os cientistas consideram como parte integrante da ciência as emoções, a intuição, o acaso e outros saberes pouco associados à ciência. The present work investigated Popularization of Science under the view of the Text Linguistics (KOCH, 2009) along with contributions of the epistemology of science (BACHELARD, 1996). The main objective was to understand how scientific knowledge is constructed in popularization of science texts. For this, actions were defined as: a proposal of a communication model that identified and described tje particularities of the chosen corpus; The construction of a dialogue with an epistemological approach of the corpus that seek to understand how science is represented and a search for evidence of previous items in selected texts. The theoretical basis discussed the communication models existing in the consolidation of the concept of communication situation and the communication contract (CHARAUDEAU, 2014) for the Ciência Hoje journal in the media, according to Semiolinguistics. Then there was a reference (MONDADA, 2002) articulation with an epistemology of science to stipulate a negotiation of meanings between the reader and scientist to consider common sense, only then to construct scientific knowledge. The methodology used justified the choice of the editorial of the first release of the year, the selection criteria of the texts and the sections to be analyzed. With these instruments 8 introductions of an amount of 18 texts that compose the corpus were selected to be analysed. The results obtained showed that some items of the communication contract were modified to adequately describe the conditions of framework of the Ciência Hoje journal. From the analysis performed with instruments of the Linguistics of the Text it was possible to understand how the construction of an object of discourse (MARCUSCHI, 2011) in the scientific dissemination occurs, in which there is an approximation between the common language and the scientific language. Another result to be highlighted is the presence of a recurrent text plan in the selected introductions, which has the same argumentative structure, although the textual strategies chosen by the authors are quite different. The results also showed that scientists consider emotions, intuition, chance and other knowledge associated with science as an integral part of science.

This paper presents a new approach to resolving an apparent tension in Descartes’ discussion of scientific theories and explanations in the Principles of Philosophy. On the one hand, Descartes repeatedly claims that any theories presented in science must be certain and indubitable. On the other hand, Descartes himself presents an astonishing number of speculative explanations of various scientific phenomena. In response to this tension, commentators have suggested that Descartes changed his mind about scientific theories having to be certain and indubitable, that he lacked the conceptual resources to describe the appropriate epistemic attitude towards speculative theories, or that the presence of geometrical principles in these explanations guarantee their certainty. I argue that none of these responses is satisfactory and suggest a different resolution to the tension by examining Descartes' notion of explanation. On Descartes’ view, providing an adequate explanation does not require being certain of the theories that constitute the explanans. Relatedly, the purpose of Cartesian explanations is not to discover the truth about the various underlying mechanisms that such explanations appeal to, but to support his general philosophical thesis that all natural phenomena can be explained by appealing to the extension of matter.

One of the epistemological results emerging from this initial study, is that the different forms of co-relational inference, known in the Islamic jurisprudence as qiyās represent an innovative and sophisticated form of reasoning that not only provide new epistemological insights of legal reasoning in general but they also furnish a fine-grained pattern for parallel reasoning that can be deployed in a wide range of problem-solving contexts and that does not seem to reduce to the standard forms of analogical argumentation studied in contemporary philosophy of science. More specifically the main claim is that a dialectical framework provides the right instrument to stress two of the most salient features of this form of inference: (1) it's heuristic nature and (2) the dynamics underlying the meaning-explanation of the terms involved. Both display what we take to be the main epistemological idea behind the qiyās, namely: the open texture of the meaning of normative statements. To put it more generally, the notion of co-relational inference suggests that every form of parallel reasoning based on meaning presupposes that the concept of meaning involved is open to contextual changes. Moreover the latter indicates that the whole process deployed is intrinsically dialectic.

This study applies a new quantitative methodological approach to diagnose epistemology conceptions in a large sample. The analyses use seven multiple-rating items on the epistemology of science drawn from the item pool Views on Science-Technology-Society (VOSTS). The bases of the new methodological diagnostic approach are the empirical psychometric scaling of the item sentences in accordance with experts’ criteria, the implementation of a multiple-rating model of answering (the respondent appraises each item sentence), and a scoring procedure that computes standardized indices from the multiple-rating responses and the sentence’s scaling. These standardized indices represent the extent to which the respondent's conceptions about the epistemology of science are informed (the higher the index, the more informed the conception). The approach is applied to evaluate the conceptions of a large and diverse national sample through its standardized indices, which provide statistical hypothesis-testing across individual sentences, items, groups, or studies, computation of reliability indices, the correlations between items, and an exploratory factor analysis that may complement qualitative analysis. Finally, the most relevant features of the new approach, its potential for applications to teacher training and curricular development in the science classroom and the method's power to make easy, quick, and economic evaluations of conceptions about the nature of science, are discussed.

We review the recent debate on the lack of reliability of scientific results and its connections to the statistical methodologies at the core of the discovery paradigm. Contributions to the debate include recommendations for paradigm changes as well as methods to quantify the reliability of the present paradigm. We review the main proposals within the two approaches and we propose a new modeling strategy for assessment purposes to exploit data from replication experiments.

International audience; Are symmetries discovered or rather invented by humans ? The stand you may take firmly here reveals a lot of your epistemologicalposition. Conversely, the arguments you may forge for answering to this question, or to one of its numerous narrower or broadervariations, shape your whole philosophical thoughts; not specifically about science, by the way. I will try to show how physics helps to (re)consider this issue.

International audience; Are symmetries discovered or rather invented by humans ? The stand you may take firmly here reveals a lot of your epistemologicalposition. Conversely, the arguments you may forge for answering to this question, or to one of its numerous narrower or broadervariations, shape your whole philosophical thoughts; not specifically about science, by the way. I will try to show how physics helps to (re)consider this issue.

Despite being a standard tool for data analysis in many scientific fields, statistical testing has always been associated to criticism and controversies. Recently, the debate on the role of statistical testing in science has been particularly vivid and coupled with the debate on the lack of reproducibility of scientific results in many disciplines. We review some recent critics and purported consequences of statistical testing use and abuse and discuss proposed remedies, which entails either improving testing or abandoning it for alternative, more appropriate, strategies.

En los últimos años se ha llegado entre los expertos de Didáctica de las Ciencias a notables consensos en epistemología de la ciencia, que con el paso del tiempo ha derivado, en primer lugar, en la formulación de algunas debilidades de la epistemología tradicional y, en segundo lugar, en una importante lista de consensos. El trabajo propone un marco epistemológico formulado desde un entramado conceptual novedoso tal que, recogiendo la diversidad de aportaciones actuales, se ensamblen en un todo ordenado y coherente, lo cual conllevaría también a una redescripción epistemológica del conocimiento de ciencia. Se finaliza reflexionando sobre los valores añadidos que aporta la nueva redescripción epistemológica en relación a los tradicionales y a la lista de consensos actuales.

International audience; This book addresses some of the key questions that scientists have been asking themselves for centuries: what is knowledge? What is information? How do we know that we know something? How do we construct meaning from the perceptions of things? And how do we communicate this meaning to others--that is to say, inform them? Although no consensus exists on a common definition of the concepts of information and communication, few can reject the hypothesis that information - whether perceived as an " object " or as a " process " - is a precondition for knowledge. Epistemology can be defined as the study of how we know things in general--this is its primary signification in the anglophone world--or, more specifically, as the study of how scientific knowledge is attained and validated--this is how it is conceived in the francophone world. To adopt an epistemological stance is to commit oneself to render an account of what constitutes knowledge or, in procedural terms, to render an account of when one can claim to know something. An epistemological theory imposes constraints on the interpretation of human cognitive interaction with the world. It goes without saying that different epistemological theories will have more or less restrictive criteria for distinguishing what constitutes knowledge from what is not. If information is a precondition for knowledge acquisition, giving an account of how knowledge is acquired should affect our understanding of information and communication as concepts.

International audience

International audience; In order to learn, a student has to organise his or her thought over time, to be capable of distributing events in times to come, of dealing with the instability of the present, of going back into the past and being able to link all these dimensions together. Then, an area of work stands out: how to find out and gather the conditions within which an incarcerated student would be allowed to move from a constrained and fragmented timescale to a linear and constructed one, medium of learning; and how to create experimental conditions in order to articulate those different timescales and build constants. Therefore, the implementation of learning situations described in this article aims at allowing students to develop an apprehension of this structured timescale by experimenting it through the built form lessons as well as with the contents treated, here, the experimental sciences studied from an historical perspective.; Pour apprendre, l’élève doit organiser sa pensée dans le temps, être capable de distribuer les évènements dans le temps à venir, de gérer l'instabilité du temps présent, d'effectuer des retours dans le temps passé et être capable de relier toutes ces dimensions. Un axe de travail s'impose alors : rechercher les conditions dans lesquelles on permettrait à l'élève incarcéré de passer d'un temps contraint et morcelé à un temps linéaire et construit vecteur d'apprentissage; et créer les conditions d'expérimentations lui permettant d'articuler différentes échelles de temps et de construire des invariants. La mise en œuvre des situations d’apprentissage décrites dans cet article vise donc à permettre aux élèves de développer une appréhension de ce temps structuré en l’expérimentant aussi bien dans la forme construite des enseignements que dans les contenus abordés, ici les sciences expérimentales étudiées sous un angle historique.

Cette recherche a eu pour objectif d’explorer les postures d’animateurs et d’animatrices scientifiques quant au dialogue « sciences en/et société » et les moyens qu’ils utilisent pour assurer ce dialogue à travers leurs interventions pédagogiques dans le cadre d’ateliers scientifiques hors scolaires. Six animateurs scientifiques ont été interviewés. Ces entretiens ont permis de recueillir des données riches sur leur compréhension de la nature des sciences, leurs postures pédagogiques en tant que transmetteur, guide ou médiateur du développement de l’alphabétisation scientifique chez les jeunes dans les espaces hors scolaires, ainsi que sur la manière dont ils perçoivent le rôle de leurs interventions pédagogiques dans le cadre du développement de l’alphabétisation scientifique chez les jeunes et de la compréhension qu’ils ont des sciences comme outil d’action sociopolitique, tel qu’entendu dans le dialogue « sciences en/et société ». Les postures épistémologiques, pédagogiques et sociales identifiées sont d’une grande diversité et révèlent des tendances qui s’inscrivent dans des spectres allant de l’empirisme au constructivisme, du divertissement à l’empowerment et de la valorisation de la place des sciences en société à la critique de sa primauté. Plusieurs animateurs scientifiques de notre échantillon ont ainsi eu des postures hybrides et parfois conflictuelles, ce qui met en évidence la valeur potentielle d’interventions éducatives qui donnent aux animateurs scientifiques l’occasion de questionner et de réexaminer de manière critique leurs pratiques., The purpose of this study was to explore informal science educators’ position on the “science in/and society” dialogue and the means whereby they ensure that dialogue through their pedagogical interventions in out-of-school settings. Six informal science educators were interviewed, leading to rich data in terms of their understanding of the nature of science, their pedagogical positions as transmitters, constructors and mediators of children’s development of science literacy in out-of-school settings, and the manner they perceive the role of their pedagogical interventions in children’s science literacy development and understanding of science as a tool for socio-political action, as called for by a science in/and society dialogue. The epistemic, pedagogical and social positions identified range from empiricism to constructivism, from entertainment to empowerment, and from recognition of the value of science in society to a critique of its pre-eminence, suggesting great diversity among the educators studied. Many of the sampled educators held hybrid and at times conflicting positions, suggesting the potential value of educational interventions that offer a means for informal science educators to question and critically re-examine their current practices.

A discussion concerning mathematics education and history of science is presented. In our paper we will focus on learning modelling to discuss its efficacy and power both from educational point of view and the need of mathematics and physics teachers education. Some case–studies on the relationship between physics and mathematics in the history are presented, as well . Particularly we focus on a possible learning modelling activity within physics phenomenology to create a resonance among the above poles and mathematical modelling cycle to argue its efficacy, power and related with historical foundations of physical, mathematical sciences.

L’élaboration du discours sur la nation constitue un objet d’étude particulièrement pertinent pour observer les divers modes de légitimation des nouveaux États d’Asie centrale et les instruments scientifiques qu’ils estiment nécessaires à leur validation politique. En 2002, la publication par la Fondation Soros d’un Atlas ethnique d’Ouzbékistan ne correspondant pas aux normes officielles en vigueur sur la question ethnique et cherchant à importer le regard constructiviste occidental a suscité de virulentes polémiques. Ces débats offrent ainsi un éclairage révélateur du degré de politisation de la discipline ethnologique et de l’ancrage profond, dans les pratiques et les discours scientifiques, des schèmes soviétiques. Ils permettent de mesurer l’impact d’un environnement politique de plus en plus figé sur le développement des disciplines scientifiques, en Ouzbékistan comme dans les républiques voisines d’Asie centrale. The elaboration of discourse about the nation constitutes a particularly apt object of study for the observation of the various modes of legitimation of the new Central Asian States and the scientific instruments that they consider necessary for their political validation. In 2002, the publication by the Soros Foundation of an Ethnic Atlas of Uzbekistan that did not correspond with the current official norms regarding the ethnic question and sought to import a Western constructivist perspective gave rise to virulent polemical arguments. These debates thus throw important light on scientific practices and discourses, Soviet schemata. They allow us to measure the impact of a political environment that is increasingly set on the development of scientific disciplines, in Uzbekistan as in the neighbouring Central Asian Republics.

Este artigo relata investigação desenvolvida em processo de formação continuada de professores de ciências (das disciplinas Química, Biologia, Física e Ciências da Educação Básica) no âmbito de um curso de especialização de uma universidade pública. Tal investigação consiste em pesquisa narrativa por meio da qual se busca compreender relações entre reflexão epistemológica e formação docente. Procurou-se, particularmente, investigar que tipos de reflexões os sujeitos-professores constroem a partir da introdução de discussões relativas ao processo de produção, validação e apropriação social do conhecimento científico e as relações que estabelecem com suas histórias de atuação e formação pessoal e profissional. A análise do material empírico produzido sinaliza que dentre os aspectos nos quais o debate epistemológico estimulou reflexões, está a dimensão ético-política da ciência. Tais reflexões levaram os professores a reverem seus processos formativos, estabelecendo relações entre produção científica e critérios sociais de validação da ciência, como também a submeterem a análise de suas próprias práticas educativas a esses critérios. This work is about the investigation developed during the process of continual formation of science teachers (from the subjects of Chemistry, Biology, Physics and Primary School's Sciences) in a public University. This work consists in a research in wich we try to understand the relations between epistemological refletion and teacher formation. We investigate, particularly, what kind of reflections the science teachers have built from the discussions about the process of production and social appropriation of science and the relations that they establish with the stories of their professional forming and performance. The analysis of this material pointed that among all the aspects in wich the epistemological debate simulated reflections the ethical-political dimension of science is always present. Such reflections led them to review their formative processes establishing relations between scientific production and social criterions of validation of science, as well as they accepted to analyse their own educative practices to these criterions.

Se plantea la importancia del aporte de la epistemología de la ciencia a la enseñanza de la misma en las siguientes problemáticas: • la explicitación del marco teórico de referencia. •la selección y organización de contenidos. •la integración de las componentes cognoscitivas, metodológicas y afectivas de cada contenido. Se destaca la importancia de incorporar estas cuestiones a la formación de profesores. Abstract: This paper presents the main features respect the : *explicitation de theoretical frameworks *selection and organization of scientific contents *integration of cognitive,methodological and affective components of contents The importancie of these processes in science teachers education is detache

This paper presents preliminary findings of research on using analogies in high school classes on quantum physics. Use of analogies in teaching activities has been proposed in science education research as a method to construct appropriate meanings from and through science representations. We can find in the literature several articles where using such analogies requires some care in order to help in the learning process of concepts presented. However, we contend that in Modern and Contemporary Physics (MCP) we find some epistemological and/or ontological obstacles when trying to represent quantum entities, for example. Our purpose is, based on data gathered through the recording of classes on quantum physics at high school, and using categories from Curtis & Reigeluth (1984) , to search for the common analogies that are used. We obtained transcriptions from the classes of teachers from different public schools in Sao Paulo. The identification of some features of a possible classification might help in the teacher training as well as in teaching of quantum physics. We highlight that it is essential that the teacher be aware of his/her actions. The recognition of some characteristics of the different representations may contribute to make the teacher's actions less and less alienating and enable sharing of the meaning with students.

A discussão sobre abordagens paradigmáticas no campo da Administração pode ser profícua quando provoca os pesquisadores a refletir sobre premissas, práticas e valores compartilhados por uma comunidade científica. Entretanto, ao extremo, torna-se uma disputa que impede a busca de outras abordagens para lidar com a complexidade dos fenômenos sociais. Nesse sentido, importa compreender que, na produção do conhecimento científico, os pesquisadores não se deparam somente com escolhas acerca de epistemologia, de lógica ou de teoria linguística, mas, também, com problemas de política. Este ensaio objetiva contribuir com reflexões sobre o pesquisador e os desafios epistemológicos e políticos com os quais se depara no fazer pesquisa, argumentando que não se trata somente de uma escolha entre positivismos e interpretativismos, mas igualmente envolve disputas de poder dentro de um campo científico). Para tanto, foram selecionados intencionalmente textos com conceitos-chave, como paradigmas e campo científico. Em resposta ao objetivo geral deste ensaio, consideramos que o fazer ciência constitui uma atividade humana que possui vínculo indissociável com espaço e tempo e imbrica-se com jogos de poder. Entendemos, ainda, que o campo científico da Administração no Brasil é um espaço de competitividade e lutas políticas do qual fazemos parte, quer seja como opressores ou privilegiados, mas nunca como meros expectadores. Nessa arena, nem só de debates epistemológicos vive o pesquisador em Administração. The discussion about paradigmatic approaches in the field of Administration may be fruitful when it induces researchers to think through premises, practices, and values shared by a scientific community. However, at the extreme, it becomes a dispute that prevents the search for other approaches to deal with the complexity of social phenomena. In this sense, it is worth understanding that, when producing scientific knowledge, researchers are not faced only with choices about epistemology, logic, or linguistic theory, but also political problems. This essay aims to contribute with reflections on the researcher and the epistemological and political challenges with which he is faced when conducting research, arguing that it is not only a choice between kinds of positivism and interpretivism, but it also involves power struggles within a scientific field. For this, we intentionally selected texts with key concepts, such as paradigms and scientific field. As a response to the general objective of this essay, we think that the making of science constitutes a human activity that has an inseparable link with space and time and it imbricates with power games. We also think that the scientific field of Administration in Brazil is a space of competitiveness and political struggles where we are parties, either as oppressing or privileged individuals, but never as mere spectators. In this arena, not only of epistemological debates the researcher in Administration lives.

Sociologists, ethnologists, philosophers among others have tried to identify the norms or rules that govern scientific research; however, so far, they have not been widely accepted by scientists. This team followed a different path to identify the rules that govern scientific work by asking researchers if, in their opinion, there are rules in scientific research, and, if so, what they are. An opinion poll was conducted among 270 scientists who received academic training at universities in Mexico, Europe, and the United States, and who work at three universities in Mexico. The instrument is based on a social psychology theory that divides memories into spontaneous and assisted, and a dichotomous probability distribution was used to identify variations. Between eight and nine out of ten researchers from physical, biological, and social sciences recognized that there are four rules for research: to study reality as it is, have a critical attitude, have a methodological aptitude, and express willingness to openly publish results. Despite the heterogeneity of the disciplines researchers practice and the variety of their academic training, there is a consensus among scientists about the validity of such rules to conduct scientific research, although most of the time they do not mention them spontaneously.

Sociologists, ethnologists, philosophers among others have tried to identify the norms or rules that govern scientific research; however, so far, they have not been widely accepted by scientists. This team followed a different path to identify the rules that govern scientific work by asking researchers if, in their opinion, there are rules in scientific research, and, if so, what they are. An opinion poll was conducted among 270 scientists who received academic training at universities in Mexico, Europe, and the United States, and who work at three universities in Mexico. The instrument is based on a social psychology theory that divides memories into spontaneous and assisted, and a dichotomous probability distribution was used to identify variations. Between eight and nine out of ten researchers from physical, biological, and social sciences recognized that there are four rules for research: to study reality as it is, have a critical attitude, have a methodological aptitude, and express willingness to openly publish results. Despite the heterogeneity of the disciplines researchers practice and the variety of their academic training, there is a consensus among scientists about the validity of such rules to conduct scientific research, although most of the time they do not mention them spontaneously.

Sociologists, ethnologists, philosophers among others have tried to identify the norms or rules that govern scientific research; however, so far, they have not been widely accepted by scientists. This team followed a different path to identify the rules that govern scientific work by asking researchers if, in their opinion, there are rules in scientific research, and, if so, what they are. An opinion poll was conducted among 270 scientists who received academic training at universities in Mexico, Europe, and the United States, and who work at three universities in Mexico. The instrument is based on a social psychology theory that divides memories into spontaneous and assisted, and a dichotomous probability distribution was used to identify variations. Between eight and nine out of ten researchers from physical, biological, and social sciences recognized that there are four rules for research: to study reality as it is, have a critical attitude, have a methodological aptitude, and express willingness to openly publish results. Despite the heterogeneity of the disciplines researchers practice and the variety of their academic training, there is a consensus among scientists about the validity of such rules to conduct scientific research, although most of the time they do not mention them spontaneously., de la Lama-Zubirán, P., de la Lama-García, A, & del Castillo-Mussot, M. (2021). In the opinion of scientists: are there rules in research? Pilot study on the most widespread rules of scientific research. Uniciencia, 35(1), 284-298. http://dx.doi.org/10.15359/ru.35-1.17