Open AccessLa axiomatización en la enseñanza secundaria : una opción didáctica
Author(s) -
Rafael Andrés Alemany Berenguer,
J. F. Pérez Selles
Publication year - 1999
Publication title -
enseñanza de las ciencias/enseñanza de las ciencias
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.495
H-Index - 15
eISSN - 2174-6486
pISSN - 0212-4521
DOI - 10.5565/rev/ensciencias.4098
Subject(s) - conceptual change , action (physics) , epistemology , metacognition , process (computing) , mathematics education , computer science , pedagogy , sociology , psychology , philosophy , physics , programming language , cognition , quantum mechanics , neuroscience
In this article the possibility of using the logic axiomatization of a scientific theory as another tool in the process of learning as a conceptual change is discussed. This way of teaching has to show certain features and ensure that debates in the classroom are centered on the logic connections between deductions. To achieve this the didactic action must give importance to the justification of ideas, debates must be metacognitive and the role of teachers must be more active and diversified. One example of this way of teaching is also introduced herein.