Epistemic practices in Inquiry-Based Science Education: necessary contributions to Scientific Literacy
In view of the current challenges of today, teaching Science beyond a content form becomes a growing need. In this sense, it is essential to involve students in the process of Scientific Literacy. In the context of the classroom, Inquiry-Based Science Education (IBSE) is an approach that promotes th...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Universidade Federal do Rio Grande do Sul
2021-08-01
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| Series: | Investigações em Ensino de Ciências |
| Subjects: | |
| Online Access: | https://www.if.ufrgs.br/cref/ojs/index.php/ienci/article/view/2391 |
| _version_ | 1818892585470525440 |
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| author | Uilian dos Santos Santana Luciana Sedano |
| author_facet | Uilian dos Santos Santana Luciana Sedano |
| author_sort | Uilian dos Santos Santana |
| collection | DOAJ |
| description | In view of the current challenges of today, teaching Science beyond a content form becomes a growing need. In this sense, it is essential to involve students in the process of Scientific Literacy. In the context of the classroom, Inquiry-Based Science Education (IBSE) is an approach that promotes this process and favors interactions in the classroom, especially when making students develop epistemic practices of this approach. However, studies still emphasize the need to improve it, especially in relation to these practices. Therefore, this article aims to investigate, in the light of the Bakhtinian perspective, the contributions of IBSE's epistemic practices to the Scientific Literacy of students in the Early Years of Elementary School. For this, video recordings of an Investigative Teaching Sequence (ITS) were made with a 3rd year class of Elementary School. To analyze the data, the classes were transcribed and we selected Teaching Episodes. Furthermore, we used a methodological construction based on Bakhtinian thinking. As a result, we highlight the relationships that can be established between interactions, the epistemic practices of teaching by Investigation and elements of Scientific Literacy, both of which usually occur concurrently. In addition, we emphasize the importance of teacher guidance during the investigation so that students take the lead in classes and actively participate in the construction of knowledge. Therefore, it is important to continue research that deepens these relationships and promotes investigations in the classroom, aiming at improving the quality of science teaching. |
| first_indexed | 2024-12-19T17:59:03Z |
| format | Article |
| id | doaj.art-e0d3e624db614e84b9d835992dc4a1b6 |
| institution | Directory Open Access Journal |
| issn | 1518-8795 |
| language | English |
| last_indexed | 2024-12-19T17:59:03Z |
| publishDate | 2021-08-01 |
| publisher | Universidade Federal do Rio Grande do Sul |
| record_format | Article |
| series | Investigações em Ensino de Ciências |
| spelling | doaj.art-e0d3e624db614e84b9d835992dc4a1b62022-12-21T20:11:44ZengUniversidade Federal do Rio Grande do SulInvestigações em Ensino de Ciências1518-87952021-08-0126237840310.22600/1518-8795.ienci2021v26n2p378672Epistemic practices in Inquiry-Based Science Education: necessary contributions to Scientific LiteracyUilian dos Santos Santana0Luciana Sedano1Universidade Estadual de Santa CruzUniversidade Estadual de Santa CruzIn view of the current challenges of today, teaching Science beyond a content form becomes a growing need. In this sense, it is essential to involve students in the process of Scientific Literacy. In the context of the classroom, Inquiry-Based Science Education (IBSE) is an approach that promotes this process and favors interactions in the classroom, especially when making students develop epistemic practices of this approach. However, studies still emphasize the need to improve it, especially in relation to these practices. Therefore, this article aims to investigate, in the light of the Bakhtinian perspective, the contributions of IBSE's epistemic practices to the Scientific Literacy of students in the Early Years of Elementary School. For this, video recordings of an Investigative Teaching Sequence (ITS) were made with a 3rd year class of Elementary School. To analyze the data, the classes were transcribed and we selected Teaching Episodes. Furthermore, we used a methodological construction based on Bakhtinian thinking. As a result, we highlight the relationships that can be established between interactions, the epistemic practices of teaching by Investigation and elements of Scientific Literacy, both of which usually occur concurrently. In addition, we emphasize the importance of teacher guidance during the investigation so that students take the lead in classes and actively participate in the construction of knowledge. Therefore, it is important to continue research that deepens these relationships and promotes investigations in the classroom, aiming at improving the quality of science teaching.https://www.if.ufrgs.br/cref/ojs/index.php/ienci/article/view/2391ensino de ciênciasalfabetização científicapráticas epistêmicasensino por investigaçãoensino fundamental |
| spellingShingle | Uilian dos Santos Santana Luciana Sedano Epistemic practices in Inquiry-Based Science Education: necessary contributions to Scientific Literacy Investigações em Ensino de Ciências ensino de ciências alfabetização científica práticas epistêmicas ensino por investigação ensino fundamental |
| title | Epistemic practices in Inquiry-Based Science Education: necessary contributions to Scientific Literacy |
| title_full | Epistemic practices in Inquiry-Based Science Education: necessary contributions to Scientific Literacy |
| title_fullStr | Epistemic practices in Inquiry-Based Science Education: necessary contributions to Scientific Literacy |
| title_full_unstemmed | Epistemic practices in Inquiry-Based Science Education: necessary contributions to Scientific Literacy |
| title_short | Epistemic practices in Inquiry-Based Science Education: necessary contributions to Scientific Literacy |
| title_sort | epistemic practices in inquiry based science education necessary contributions to scientific literacy |
| topic | ensino de ciências alfabetização científica práticas epistêmicas ensino por investigação ensino fundamental |
| url | https://www.if.ufrgs.br/cref/ojs/index.php/ienci/article/view/2391 |
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