Visiones deformadas de la ciencia transmitidas por la enseñanza

Abstract

Many studies have shown that science education, even at university level, rarely gives students the opportunity to practise the strategies characteristic to the scientific approach. This results in the fact that students’ and even science teachers’ conceptions about the nature of science don’t differ from so-called «folk» or «naïve» views, acquired by social impregnation. In this paper we discuss the importance of these distorted views as one of the main obstacles to renewal movements in science education and we analyse the attention paid by science education research to the different distortions and reductionisms.