Open AccessInquiry-Based Science Teaching under Construction: Possibilities of Articulations Between Conceptual, Epistemic and Social Domains Within Scientific Knowledge in the Classroom
Author(s) -
Luiz Gustavo Franco,
Danusa Munford
Publication year - 2020
Publication title -
revista brasileira de pesquisa em educação em ciências
Language(s) - English
Resource type - Journals
eISSN - 1984-2686
pISSN - 1806-5104
DOI - 10.28976/1984-2686rbpec2020u721753
Subject(s) - articulation (sociology) , context (archaeology) , sociology , epistemology , class (philosophy) , ethnography , sociology of scientific knowledge , science class , knowledge building , science education , pedagogy , mathematics education , psychology , social science , politics , political science , paleontology , philosophy , anthropology , law , biology
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.