The convergent thought, the divergent thought and the science and mathematics teachers formation
Abstract
In this work we try to understand some difficulties of being Science and Mathematics teacher, as a result of the existent tensions among a tendency to convergent thought, that shapes the future teacher s thought along its basic formation in sciences, especially in the areas mentioned above, and a way of divergent thinking, developed from practice, from expectations and conflicts generated in the relationships between students and teachers, and from the anguishes provoked by living inside educational institutions. Our thoughts were based on Thomas Kuhn ideas, who thinks the scientific progress as an alternation among moments of established consensus around only one paradigm (normal science) and moments of desagreements and controversies over fundamentals (scientific revolution). In order to give consistence to these ideas, we present some results of researches done with future and current teachers in the areas mentioned above.Downloads
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