A emergência da didáctica das ciências como campo específico de conhecimento

Abstract

The goal of the study is to contribute to a better understanding of the present epistemological status of Science Education as an emergent scientific discipline. Several arguments in favour of this line of thought are aknowledge. The authors stress that Science Education is not an application of the Educational Sciences and the study highlights the role of research studies on specific problems of teaching and learning science as a crucial condition to the evolution of Science Education to more mature stages. Main research lines are discussed with special comments to the evolution in Spain and Portugal.