New Perspectives in Science Education

With the emergence of new content distributed through social networks that disseminate new perspectives on science and technology, the debate on the design of origin has become a topic of reference in many educational institutions. In this sense, scientific education faces an interesting situation that unfolds transformations in the usual paradigms of evolutionary biology and raises reflections in epistemic terms about the way we teach and work research in the evolutionary field. Some prefer to ignore the way in which this type of content affects the scientific structure of people and their beliefs, so it is essential to work pedagogically on the methodology that supports the arguments of detractors and defenders and under a criterion of systematicity and objectivity (own of science) and thus determine, bodies of evidence that favor not a truth, but the possibility of reflecting and assuming scientific positions in any field of debate. The example presented here among evolutionists and adherents to the creative design, serves as an excuse to problematize the way we carry out scientific education and the challenges of the present century when there are new ways of disseminating knowledge. For this reason, it is essential to draw new disciplinary bridges between philosophy and science and from there analyze these phenomena of interpretation of models and theories. This paper explores how to do it through case study and simulation exercises.

Keywords: Evolution debate, Science philosophy, Darwinism, Scepticism.