Planetary Movement and History of Science
Some authors suggest that traditional paradigms are incapable of achieving an appropriation of concepts, requiring rethinking the teaching and learning of science as demonstrated through some distorted view of scientific knowledge and science. We present the analysis of educational experience developed from the perspective of incorporating elements of contemporary approach to history of science in teaching and learning of physics.In the development of experience, we studied problems and explanatory models of planetary motion, placing them in the context in which they were produced and highlighting elements of the nature of science. The experience was ahead with students in the first half of the Curriculum Project Degree in Physics from the University Distrital in 2010.The experience contributed to the characterization of alternative visions of the nature of science and scientific knowledge.
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