There is relevance in the integration of the knowledge of a natural science, predominantly material such as chemistry, with the world of ideas such as philosophy, and more specifically with epistemology. The central objective of this article is to make a contribution about the epistemology of chemistry, in the consideration of philosophy within the thought of diversity and its educational importance. The methodology focused on a non-experimental type of exploratory level, with a qualitative method and a historical-interpretative approach through document analysis. The theoretical development allows us to glimpse the participation of chemistry in multidisciplinary, interdisciplinary and transdisciplinary dimensions; to be used in secondary and higher education institutions, avoiding continuous and dogmatic monodisciplinary learning. As research finding, it was established that history and chemistry have a fundamental and convergent dimension, the epistemological dimension. The historical evolution of chemistry accounts for the ways of accessing knowledge and categorizing it as valid knowledge. Therefore, it is concluded that the epistemology of chemistry has a causal relationship with the corresponding paradigm, and at the present time, chemistry is part of the logical positivist paradigm, by complying with the epistemological and epistemological characteristics of the same and in the prevalence of the empirical contrast.

Abstract

There is relevance in the integration of the knowledge of a natural science, predominantly material such as chemistry, with the world of ideas such as philosophy, and more specifically with epistemology. The objective of this research is to carry out a study and contribution on the epistemology of chemistry, in the consideration of philosophy within the thought of diversity and its educational importance. The methodology focused on a non-experimental type of exploratory level, qualitative method and historical-interpretive approach through documentary analysis. The theoretical development allows us to glimpse the participation of chemistry in the multidisciplinary, interdisciplinary and transdisciplinary dimensions; to be used in secondary and higher education institutions, avoiding continuous and dogmatic monodisciplinary learning. As a result of the investigation, it was found that history and chemistry have a fundamental and convergent dimension, the epistemological dimension. The historical evolution of chemistry accounts for the ways of accessing knowledge and categorizing it as valid knowledge. Therefore, it is concluded that the epistemology of chemistry has a causal relationship with the corresponding paradigm, and in the current era, chemistry is part of the logical positivist paradigm, by complying with the epistemological and epistemological characteristics of the same and in the prevalence of empirical testing.