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Apr 12, 2023
Abstract
Several methodological proposals have been published, since the last 50 years; that are putting the emphasis over the subject of scientific education and how this is directly linked with the everyday experimentation. This poses a clear challenge to the traditional and inflexible view of Science as a complete knowledge, which is irrefutable, so its transmission from teacher to student becomes an exercise of memorization-repetition-aequisition of good grades; without ever considering the fundamental position o f scientific method: the new evidence must be confronted with the current accepted theories. My personal experiences have allowed me to realize how cióse those ideas are from my own thoughts; be it as of 2nd grade of school2, when the teacher of natural
Sciences proposed us to formúlate a hypothesis that explained the raison it’s red or be it as of 3rd grade of high school3 where the teacher by virtue of throwing the chalk or wrinkling a piece of paper demonstrated some physical laws; or be it as standing by the whiteboard where it’s very easy to verify the meaningful changes in the comprehension and the enthusiasm among my
students when they can verify how the Science is closer than they’d thought and how it’s very easy for everyone to utilize it for finding answers to many everyday questions. Scientific method is, simply, the formalized extensión that transforms the curiosity into an amazing tool.
