THE LOGICAL-HISTORICAL METHOD IN THE TEACHING OF NATURAL SCIENCES

Abstract

The article that is presented below, fundamentally using the deductive method through description,
presents as its main objective, to show through some examples, how the logical historical method
serves as a complement in the teaching-learning process, independent of the approach and its
paradigm that is in force. Of course, those supported by constructivism adapt much better to what is
proposed, since the student has the possibility of investigating and expanding on the historical events
covered by scientific work and its precursors, that is, who were the scientists and what was the unit
of analysis, an issue that also gives it great value from an educational point of view. Likewise, it
enables an analysis of the role that historicism plays in the motivational schemes of the students so
that it increases both the interest and the usefulness in the exploration of the causes of the
phenomena that lead to its current application, and not stop exclusively at its consequences, as
sometimes occurs with traditional methods, which is reflected in the conclusions of this work.