Epistemological Foundations for Science Education

According to many authors, scientific education promotes new ways of reasoning that should have an important epistemological component. Chapter 9 presents some recent epistemological models to foster pedagogical interventions in Latin American science classrooms toward giving students valid criteria to act consciously and autonomously. The authors posit that experiments and language in school science do not need to be strictly those of scientists for students to reach meaningful scientific knowledge: the questions and answers considered in the classroom will be different from those of scientists but still profoundly connected to them.