The consistency and complementarity between critical meaningful learning theory and the epistemology of Paul Feyerabend

Authors

  • Felipe Damasio Instituto Federal de Educação, Ciência e Tecnologia de Santa Catarina – Araranguá, SC – Brasil/Programa de Pós-Graduação em Educação Científica e Tecnológica (PPGECT/UFSC
  • Luiz O. Q. Peduzzi Departamento de Física – Universidade Federal de Santa Catarina/Programa de Pós-Graduação em Educação Científica e Tecnológica (PPGECT/UFSC) Campus Universitário, 88040-900 - Florianópolis, SC – Brasil

DOI:

https://doi.org/10.22600/1518-8795.ienci2016v20n3p61

Keywords:

Theory of Meaningful Learning Critical, Paul Feyerabend, nature of science, history of science, elementary education.

Abstract

Researchers in science teaching have advocated concomitant education about and of science. To approach the nature and history of science in basic education is necessary to have an epistemological approach that can go between of rationalism of Bunge and relativism of Feyerabend. In this paper, it is argued that Feyerabend's epistemological stance is that more can help promote meaningful learning critical, so as to form inquiring, flexible, creative, innovative, tolerant and liberal people. In addition, the suggestions Feyerabend's epistemology also complement the Theory of Meaningful Learning Critical to propose a curriculum and a context for the principles of the theory are in science classrooms.

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Published

2015-12-31

How to Cite

Damasio, F., & Peduzzi, L. O. Q. (2015). The consistency and complementarity between critical meaningful learning theory and the epistemology of Paul Feyerabend. Investigations in Science Education, 20(3), 61–83. https://doi.org/10.22600/1518-8795.ienci2016v20n3p61

Issue

Vol. 20 No. 3 (2015): December of 2015

Section

Artigos

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