Didactic, isodidactic or antididactic innovation: conceptual framework and operational strategies for the evaluation of Science Teaching proposals
DOI:
https://doi.org/10.5007/1982-5153.2026.e107012Keywords:
didactic innovation, teaching innovation, praxeology, science educationAbstract
In response to the growing demand for changes in teaching practices, several proposals have been presented as didactic innovations. However, the polysemy of the term "innovation" and the absence of well-established theoretical frameworks for its analysis hinder rigorous evaluation of such proposals. In this work, we propose a conceptual and methodological broadening for the analysis of innovations inScience Teaching, deepening a previous definition of didactic innovation forged through the dialogue between the Diffusion of Innovations Theory (DIT) and the Anthropological Theory of the Didactic (ATD). Through this articulation, we introduce analytical categories that distinguish between didactic, isodidactic, and antididactic innovations, based on whether or not they foster desirable forms of learning within specific institutional contexts. This framework offers more precise criteria for evaluating educational proposals and may support future research on the creation, implementation, and adoption of innovations in the field of Science Education.
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