Publication: Contra el constructivismo
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2001
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Asociación Española para la Enseñanza de las Ciencias de la Tierra
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Abstract
Un aspecto del postmodernismo (una tendencia reciente en las Ciencias Sociales) que los profesores de Ciencias deberíamos conocer y analizar es el constructivismo-relativismo. Según éste, las Ciencias (o Ciencias de la Naturaleza, que comprenden la Física, la Química, las Ciencias de la Vida y las Ciencias de la Tierra) carecen del carácter objetivo que tradicionalmente se ha supuesto que emana de los datos
empíricos. Para los constructivistas, los datos están de tal forma impregnados de teoría que son tan subjetivos y provisionales como ella. Por lo tanto, los científicos no adoptarían hipótesis basándose en su capacidad explicativa, sino siguiendo las opiniones del grupo de especialistas al que pertenecen. En este ensayo intento mostrar la debilidad de la visión constructivista de la Ciencia, y presento ejemplos del desconcierto que la adopción de estas ideas está produciendo en los profesores de Ciencias.
An aspect of postmodernism (a recent tendency in the field of social Sciences) that should be known about and analysed by Science teachers is the constructivist/relativist epistemology, after which Science (here meant to include Chemistry, Earth and Life Sciences, and Physics) lacks the objective character she boasts of. The constructivist's alleged reason is that data always are to a certain degree contaminated with theory, so that they are as subjective and provisional as theory itself. The sequel to this premise is that scientists would adopt a hypothesis not on the basis of its explanatory power, but influenced by the social group (their colleagues) they belong to. In this paper I attempt to show the inconsistencies of the constructivist view of Science, while offering instances of the bewilderment that the adoption of those ideas is provoking on Science teachers
An aspect of postmodernism (a recent tendency in the field of social Sciences) that should be known about and analysed by Science teachers is the constructivist/relativist epistemology, after which Science (here meant to include Chemistry, Earth and Life Sciences, and Physics) lacks the objective character she boasts of. The constructivist's alleged reason is that data always are to a certain degree contaminated with theory, so that they are as subjective and provisional as theory itself. The sequel to this premise is that scientists would adopt a hypothesis not on the basis of its explanatory power, but influenced by the social group (their colleagues) they belong to. In this paper I attempt to show the inconsistencies of the constructivist view of Science, while offering instances of the bewilderment that the adoption of those ideas is provoking on Science teachers