Filosofía y enseñanza de la química sin reduccionismos
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https://doi.org/10.14393/REVEDFIL.v18n35/36a2004-593Palavras-chave:
Reduccionismo, Química, EnseñanzaResumo
Ha sido un tópico en la filosofía de la ciencia defender que la reducción de la quírnica a la física es un hecho. Sin embargo, la reciente filosofía de la química pone en cuestión semejante afirrnación. Aquí recogemos este tipo de crítica al reduccionismo v la enfocamos al caso de la enseñanza de la química para mostrar lo siguiente: (i) que la tesis reduccionista no es correcta; (ii) que la química proporciona buenas teorías y modelos que representan adecuadamente los fenómenos químicos; y (iii) que la enseñanza de la química requiere representaciones propiamente químicas, no necesariarnente reductibles a la física.
Palabras-clave: Reduccionisrno, Química, Enseñanza
Abstract: It has been a common idea in philosophy of science to sustain the point that chemistry can be reduced to physics. However, it has been put at issue by the new philosophy of chemistry. The paper gathers this kind of criticism on reductionism and focuses it on the case of the education of chemistry to consequently demonstrating the following three points: (i) that reductionism is not correct, (ii) that chemistry offers good theories and models to represent the chemical phenomena, and (iii) that the education of chemistry needs chemical representations which are not necessarily to be reduced to physics.
Keywords: Reductionism; Chemistry; Education
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Copyright (c) 2016 Juan Batista Bengoetxea
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