Methodological alternative in order to form the school scientific knowledge of Physics

Abstract

Due to a lack of understanding, on the part of teachers, regarding how to manage the formation of school scientific knowledge using the didactic strategy known as “sciences teaching-learning process as social-cultural and investigative experience”, the theoretical and methodological basis of such strategy is analyzed, also, the need that, during the teaching-learning process, several features of modern scientific-researching activity are demonstrated, is argued in this paper. A methodological alternative to elaborate physics’ assignments from this theoretical perspective is proposed and illustrated through an example using a physics’ topic. In order to highlight the social character of scientific activity and the proximity of the teaching-learning process to current scientific endeavor, its implementation is advised.