Una caracterización semanticista de los modelos científicos para ciencia escolar

Resumen

In didactics of science (i.e. science education as a discipline), analyses of what could (and could not) be a scientific model and of the importance of connecting models with research in the discipline are gaining in importance in recent years. We have taken some initial steps along the line of such connection; however, we think it is interesting to return to discussions about the nature of models from an epistemic perspective, which would allow us to move forward in the elucidation of their key features and to identify those that are most relevant for science teaching and for science teacher education. Our perspective places us in the school of contemporary philosophy of science known as 'semanticist view' (within the representational or model-based line), one of the most fruitful schools in recent years among philosophical analyses of science. Such school has recently caught the attention of researchers in didactics of science.