Abstract

CHERNICOFF, Leandro  and  ECHEVERRIA, Elia. Why teach science through inquiry? A case at the Autonomous University of Mexico City (UACM). Educ. quím [online]. 2012, vol.23, n.4, pp.433-450. ISSN 0187-893X.

In this article we make description of the difficulties encountered teaching Physics at the Universidad Autónoma de la Ciudad de México (UACM, Autonomous University of Mexico City) and the way in which choosing guided inquiry as a didactic method has been a fundamental ingredient in solving them. By presenting the problem and our proposed solution within a clear and explicit framework a contribution is pretended in outlining some conditions in which inquiry (guided inquiry in particular) can be a relevant tool, supported by clear argumentation, for the teaching-learning process. The basic hypothesis behind Physics Education Research (PER), is that we can address the problem of teaching in a scientific way. In this article this hypothesis has been used so that, when such a problem is well defined within a particular context, choosing guided inquiry as a possible solution is not a whim or an arbitrary choice but rather the result of rationally evaluating the constrictions presented by the problem and finding a solution that addresses them consistently (though it may not be the only one). A conclusion is attained with a brief outline of some of the results obtained through implementing this didactic method, as well as that of our perspectives for further work in the field.

Keywords : guided inquiry; physics education; operative or functional knowledge and critical thinking skills.

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