Resumo

RUFATTO, Carlos Alberto  e  CARNEIRO, Marcelo Carbone. A concepção de ciência de Popper e o ensino de ciências. Ciência educ. [online]. 2009, vol.15, n.02, pp.269-289. ISSN 1516-7313.

This work aimed at identifying the most important consequences of Popper’s conception of science education, which started a fertile debate in the Philosophy of Science. By following this debate, it is possible to notice the richness of the scientific process, recognizing the contributions brought by those who debated with Popper, and the importance of aspects of science that Popper valued and attempted to preserve. The criticism and the debate over the approaches towards conceptual change contributed to the perception of the wide extent and complexity of this process. However, the maintenance of certain aspects, inherent in the process of conceptual change, may be relevant when the institutional objectives of the schools and the social expectations over the appropriate understanding and over the attempt to overcome current paradigms are considered. In this way, Popper’s work may offer important support to valuing rational aspects that could inform the process of learning Science.

Palavras-chave : Philosophy of Science; Popper’s Epistemology; Rational Choice and Debate; Conceptual Change.

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