Inquiry-based Science Teaching and Socioscientific Issues in the Classroom: Connections Based on the Analysis of Epistemic Practices
This paper analyzes continuities and changes in the constructing epistemic practices in two different instructional contexts: inquiry-based science teaching (IBST) and socioscientific issues (SSI). Based on Ethnography in Education, we followed students in an 8th-grade elementary school classroom fo...
| Main Authors: | , , |
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| Format: | Article |
| Language: | Portuguese |
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Associação Brasileira de Pesquisa em Educação em Ciências (ABRAPEC)
2024-02-01
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| Series: | Revista Brasileira de Pesquisa em Educação em Ciências |
| Subjects: |
| _version_ | 1797203783009173504 |
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| author | Edyth Priscilla Campos Silva Luiz Gustavo Franco Paula Cristina Cardoso Mendonça |
| author_facet | Edyth Priscilla Campos Silva Luiz Gustavo Franco Paula Cristina Cardoso Mendonça |
| author_sort | Edyth Priscilla Campos Silva |
| collection | DOAJ |
| description | This paper analyzes continuities and changes in the constructing epistemic practices in two different instructional contexts: inquiry-based science teaching (IBST) and socioscientific issues (SSI). Based on Ethnography in Education, we followed students in an 8th-grade elementary school classroom for over a year in science lessons. We selected an event to analyze epistemic practices in discursive interactions. Considering other events over the year, the analysis of this event indicates reciprocal relationships between the IBST and SSI approaches. Inquiry-based activities fostered conscious and justified positioning by students in socio-scientific discussions. Socioscientific activities, in turn, catalysed the construction of more complex epistemic practices. Therefore, we defend the pedagogical advantages of articulations between IBST and SSI activities to support science education aims in the 21st century. |
| first_indexed | 2024-04-24T08:24:49Z |
| format | Article |
| id | doaj.art-72259471377a4f09b10e4f3326b2dfbb |
| institution | Directory Open Access Journal |
| issn | 1984-2686 |
| language | Portuguese |
| last_indexed | 2024-04-24T08:24:49Z |
| publishDate | 2024-02-01 |
| publisher | Associação Brasileira de Pesquisa em Educação em Ciências (ABRAPEC) |
| record_format | Article |
| series | Revista Brasileira de Pesquisa em Educação em Ciências |
| spelling | doaj.art-72259471377a4f09b10e4f3326b2dfbb2024-04-16T23:20:45ZporAssociação Brasileira de Pesquisa em Educação em Ciências (ABRAPEC)Revista Brasileira de Pesquisa em Educação em Ciências1984-26862024-02-0124u129https://doi.org/10.28976/1984-2686rbpec2024u125153Inquiry-based Science Teaching and Socioscientific Issues in the Classroom: Connections Based on the Analysis of Epistemic PracticesEdyth Priscilla Campos Silva0https://orcid.org/0000-0002-6678-8537Luiz Gustavo Franco1https://orcid.org/0000-0002-1009-7788Paula Cristina Cardoso Mendonça2https://orcid.org/0000-0003-1762-4840Universidade Federal de Minas GeraisUniversidade Federal de Minas GeraisUniversidade Federal de Ouro PretoThis paper analyzes continuities and changes in the constructing epistemic practices in two different instructional contexts: inquiry-based science teaching (IBST) and socioscientific issues (SSI). Based on Ethnography in Education, we followed students in an 8th-grade elementary school classroom for over a year in science lessons. We selected an event to analyze epistemic practices in discursive interactions. Considering other events over the year, the analysis of this event indicates reciprocal relationships between the IBST and SSI approaches. Inquiry-based activities fostered conscious and justified positioning by students in socio-scientific discussions. Socioscientific activities, in turn, catalysed the construction of more complex epistemic practices. Therefore, we defend the pedagogical advantages of articulations between IBST and SSI activities to support science education aims in the 21st century.epistemic practicesdiscursive interactionsinquiry-based science teachingsocioscientific issues |
| spellingShingle | Edyth Priscilla Campos Silva Luiz Gustavo Franco Paula Cristina Cardoso Mendonça Inquiry-based Science Teaching and Socioscientific Issues in the Classroom: Connections Based on the Analysis of Epistemic Practices Revista Brasileira de Pesquisa em Educação em Ciências epistemic practices discursive interactions inquiry-based science teaching socioscientific issues |
| title | Inquiry-based Science Teaching and Socioscientific Issues in the Classroom: Connections Based on the Analysis of Epistemic Practices |
| title_full | Inquiry-based Science Teaching and Socioscientific Issues in the Classroom: Connections Based on the Analysis of Epistemic Practices |
| title_fullStr | Inquiry-based Science Teaching and Socioscientific Issues in the Classroom: Connections Based on the Analysis of Epistemic Practices |
| title_full_unstemmed | Inquiry-based Science Teaching and Socioscientific Issues in the Classroom: Connections Based on the Analysis of Epistemic Practices |
| title_short | Inquiry-based Science Teaching and Socioscientific Issues in the Classroom: Connections Based on the Analysis of Epistemic Practices |
| title_sort | inquiry based science teaching and socioscientific issues in the classroom connections based on the analysis of epistemic practices |
| topic | epistemic practices discursive interactions inquiry-based science teaching socioscientific issues |
| work_keys_str_mv | AT edythpriscillacampossilva inquirybasedscienceteachingandsocioscientificissuesintheclassroomconnectionsbasedontheanalysisofepistemicpractices AT luizgustavofranco inquirybasedscienceteachingandsocioscientificissuesintheclassroomconnectionsbasedontheanalysisofepistemicpractices AT paulacristinacardosomendonca inquirybasedscienceteachingandsocioscientificissuesintheclassroomconnectionsbasedontheanalysisofepistemicpractices |