Resumen

SEGURA DELGADO, Paula Andrea  y  MOSQUERA SUAREZ, Carlos Javier. The concept of purity: a review from the nature of sciences. Educ. quím [online]. 2021, vol.32, n.3, pp.14-29.  Epub 14-Mar-2022. ISSN 0187-893X.  https://doi.org/10.22201/fq.18708404e.2021.3.76884.

The nature of the sciences understood as meta-scientific contents and as an area of didactic research (Díaz, Ariza and Adúriz-Bravo, 2016) constitutes for the field of knowledge of the didactics of experimental sciences a relevant added value to problematize and understand new purposes of education through science (Chamizo and Pérez, 2017). These meta-scientific contents are made up of three metatheories that have progressively been consolidated as indispensable to approach the study of science, understood not as products but as their own processes that throughout the history of humanity have gained social prestige so that the various disciplines go from being taught at different educational levels and becoming a profession and an object of research in university programs. In the didactics of science, in its purpose of developing teaching strategies to promote the construction of school scientific knowledge, a metadiscourse is incorporated that is coherent with scientific activity and with its contextualization in educational environments, favoring an image of dynamic and human science (Izquierdo, García, Quintanilla and Adúriz-Bravo, 2016).

His research has highlighted the importance of the development of relevant knowledge in the history of chemistry within the professional knowledge system of the science teacher. In this context, a study of the development of conceptual representations of the idea of purity in chemistry is presented, as a fundamental notion to understand the development of the problematic concepts of element, substance and atom (Alzate - Cano, M.V, 2005).

Palabras llave : History and epistemology of science; teacher training and purity.

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