Scientific Methodology in Brazil: teaching and interdisciplinarity
The problem of demarcation has not been satisfactorily explained in the disciplines of Methodology. Explanations about the Hypothetical-Deductive Method, its nature and its use are scarce. This article is the result of a research on the practicing of the Scientific Methodology discipline. The resear...
| Autores: | , , , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2016 |
| País: | Brasil |
| Institución: | Universidade Federal do Rio Grande do Sul (UFRGS) |
| Repositorio: | Educação & Realidade |
| Idioma: | portugués |
| OAI Identifier: | oai:seer.ufrgs.br:article/54484 |
| Acceso en línea: | https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/54484 |
| Access Level: | acceso abierto |
| Palabra clave: | Scientific Methodology. Demarcation. Hypothetical-Deductive Method. Interdisciplinarity. Teaching. Metodologia Científica. Demarcação. Método Hipotético-Dedutivo. Interdisciplinaridade. Ensino. |
| Sumario: | The problem of demarcation has not been satisfactorily explained in the disciplines of Methodology. Explanations about the Hypothetical-Deductive Method, its nature and its use are scarce. This article is the result of a research on the practicing of the Scientific Methodology discipline. The research covered a wide bibliographical database, and represents a contribution towards improving the teaching-learning process and correcting misconceptions encountered in most textbooks. The conclusion is that the reorientation of the discipline is an opportunity to enhance the interdisciplinary practice, and promotes the practice of isomorphism, the development of systematic perspectives and the advance towards transcience. |
|---|