FRANCIS BACON`S IDOLS AND SCIENCE EDUCATION WITH EMPHASIS ON CHEMISTRY

CONTRIBUTIONS TO THE CONTEMPORARY CLASSROOM

Abstract

This article aims to discuss Francis Bacon's contributions to understanding the nature of science, highlighting the possible implications for science education. Bacon draws attention to the need to question the obstacles that interfere with the production of scientific knowledge, identified as "idols," prejudices, habits of thought, and imprecise uses of language that distort the interpretation of reality. From this perspective, the text proposes a pedagogical reading of these concepts, seeking to reflect, briefly, on how they can contribute to problematizing school content and fostering a more critical and contextualized understanding of science. We believe that a better understanding of the Philosophy of Science can strengthen science education by stimulating questioning, argumentation, and analysis of the processes of knowledge construction. Thus, science education can go beyond the transmission of concepts, contributing to the formation of students capable of understanding science as a historical, human, and constantly transforming construction.