Abstract
In this paper, we analyse how a class discursively constructed articulations between the conceptual, epistemic and social domains of scientific knowledge. The first-grade class studied biological aspects of an insect. For data collection and analysis, we use Ethnography in Education as logic of inquiry. Our results indicate that the use of instructional resources, organised around questions, generated different ways of articulation between the three domains, evidenced in the participants’ oral speech. The emphasis on the [epistemic+social] pair has given a more investigative character to the instructional context under construction. We also discuss implications for pedagogical practice and research in science education.
Highlights
We examine the way in which knowledge of the conceptual domain and of the practices of the epistemic and social domains of scientific knowledge were articulated in a sequence of science lessons
The children reach a consensus, agreeing that there was a shell in the terrarium
In Lesson 9, for example, a second shell appeared in the terrarium
Summary
We examine the way in which knowledge of the conceptual domain and of the practices of the epistemic and social domains of scientific knowledge were articulated in a sequence of science lessons. One aspect that characterizes such proposals is a commitment to the presentation of the end product of science, and to the engagement of the students in practices involved in the construction of scientific knowledge (Carvalho, 2018; Duschl, 2008; Kelly, 2008; Sasseron & Duschl, 2016; Stroupe et al, 2019). This is a challenging task for teachers, considering the processes for the socialisation of the students that is not restricted to concept-based learning (Kelly, 2013). The ways of promoting this association and its implications are not yet clear
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Revista Brasileira de Pesquisa em Educação em Ciências
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
