© 2015 Universidad Nacional Autónoma de México. A conceptual and methodological proposal arises here based on scientific controversy, as an option for student teachers to develop ownership and argumentative skills. This assumes appropriation of school science knowledge as constructor evidence to develop scientific controversies in the classroom enhancing argumentation, conviction and commitment, which are key to improving teaching and educational quality in school.
- Analysis model of scientific dynamics
- Epistemic values
- Scientific controversy