Problem-solving as a way of learning how to do science

Authors

  • Mercè Izquierdo Aymerich Universitat Autònoma de Barcelona

Keywords:

Doing science, problem design, knowledge, history, competences, schooling.

Abstract

It is assumed that the engine driving the creation of scientific knowledge and its evolution through history is the way that humans solve problems. In this paper, we postulate that problems can also generate scientific knowledge ineducational institutions as long as they are designed for “doing science at school” and as problems for learning to do science. We also reflect on how to design and apply problems to classes. We propose a historical perspective because we contemplate schooling as a path that the student must travel with teachers and colleagues. Along the way, students acquire expertise in matters and disciplines as well as confidence in their ability to understand the world around them. Likewise, scientific knowledge changes in relation to the solved problems and students may experience their own history of science in their own context and with their own capacity of communication and of symbolisation.

Keywords: Doing science, problem design, knowledge, history, competences, schooling.

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Author Biography

Mercè Izquierdo Aymerich, Universitat Autònoma de Barcelona

Catedràtica de didàctica de les ciències experimentals. Professora emèrita de la Universitat Autònoma de Barcelona. 

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How to Cite

Izquierdo Aymerich, M. (2018). Problem-solving as a way of learning how to do science. Revista Catalana De Pedagogia, 13, 45–62. Retrieved from https://revistes.iec.cat/index.php/RCP/article/view/144650

Issue

Vol. 13 (2018)

Section

Monographic issue. What is learnt from projects?

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