Publication: Antropología de la ciencia: física, matemáticas y habitus
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Publication Date
2006
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Universidad de Jaén (España)
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Abstract
Nuestro estudio antropológico del proceso de formación del científico ha mostrado que éste supone la incorporación de un habitus, además de la adquisición de los conocimientos especializados propios de la disciplina. En concreto, uno de los aspectos que evidencian este hecho, en el caso de la ciencia física, es la permanente disputa a la hora de determinar qué prioridades establecer en la resolución de problemas, entre la propia física y las matemáticas: a lo largo de su formación, el alumno estará permanentemente sometido a esa tensión, sin poder determinar de antemano cuál es la opción correcta.
Our anthropological study of the scientists educational process shows that it implies the acquisition of an habitus, in addition to the learning of specialized knowledge. In particular, one of the aspects that offer evidence to this fact, in the case of physics science, is the constant conflict between physics and mathematics to establish the priority to solve problems; alogn the all process of their formation, alums are submitted to this tension and never can predetermine which is the correct option.
Our anthropological study of the scientists educational process shows that it implies the acquisition of an habitus, in addition to the learning of specialized knowledge. In particular, one of the aspects that offer evidence to this fact, in the case of physics science, is the constant conflict between physics and mathematics to establish the priority to solve problems; alogn the all process of their formation, alums are submitted to this tension and never can predetermine which is the correct option.