Pensamiento científico en la educación secundaria: acercamiento al estado de la cuestión
Resumen
Este artículo presenta el acercamiento al estado de la cuestión, el cual refiere la situación actual del conocimiento sobre el desarrollo del pensamiento científico en estudiantes de educación secundaria en el ámbito internacional. Con el objetivo de sistematizar las perspectivas investigativas en campos temáticos y enfoques conceptuales, se realizó una revisión analítica a través de mapeamiento informacional bibliográfico de artículos de investigación publicados entre 2011 y 2021 en las bases de datos de Redalyc, Scopus y Web of Science. Los resultados describen la relación entre tres enfoques conceptuales denominados: perspectiva política, perspectiva pedagógico-didáctica y perspectiva filosófica y once campos temáticos, que exponen el interés que existe en la educación secundaria de operativizar esta forma de pensamiento y fortalecer el desarrollo de habilidades, capacidades, actitudes y competencias a través de estrategias pedagógicas y didácticas articuladas a directrices políticas y curriculares, que permitan la aprehensión de los dominios generales y particulares de la ciencia, para aportar a la construcción de una cultura científica global. Se concluye que es necesario propender porque el desarrollo de este pensamiento resulte consecuente con las necesidades sociales, políticas y éticas de los estudiantes de secundaria, así como profundizar en su comprensión conceptual, dada su naturaleza histórica, compleja y multidisciplinar.
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