Inquiry-Based Science Teaching under Construction: Possibilities of Articulations Between Conceptual, Epistemic and Social Domains Within Scientific Knowledge in the Classroom

Luiz Gustavo Franco,Danusa Munford

doi:10.28976/1984-2686rbpec2020u721753

Luiz Gustavo Franco, Danusa Munford

Open Access

https://doi.org/10.28976/1984-2686rbpec2020u721753

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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

Introduction

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

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