Climate change and scientific experimentation: an epistemological perspective

Abstract

This study investigates how different epistemological approaches can contribute to understanding and researching climate change through scientific experimentation. It is justified by the need to overcome traditional reductionism and build a more reflective and contextualized science. The objective is to analyze, from a comparative perspective, the contributions of Francis Bacon, with the inductive-experimental method; Edgar Morin, with complex thinking; Fritjof Capra, with the systemic view; and David Ausubel, with the theory of meaningful learning. The methodology adopted is a theoretical-analytical literature review, aimed at identifying convergences and limitations of these concepts. The expected results indicate that the integration of these epistemologies can offer a comprehensive and robust theoretical framework to guide experimental research and science teaching, fostering more meaningful educational practices and more effective actions in the face of contemporary environmental challenges.