Science Teaching and epistemic practices: teachers’ role and students’ engagement
In this paper, we explore ideas about science education. Our considerations begin to describe and analyze some aspects of science and schools, and advocate importance of science education occurs through the development of epistemic practices for addressing concepts, laws, models and scientific theor...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Universidade Federal do Rio Grande do Sul
2016-08-01
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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/19/189 |
| Summary: | In this paper, we explore ideas about science education. Our considerations begin to describe and analyze some aspects of science and schools, and advocate importance of science education occurs through the development of epistemic practices for addressing concepts, laws, models and scientific theories. Therefore, we emphasize the importance of teacher prompt discursive interactions that can produce engagement among students. In order to sustain our point of view, we analyze teaching situations occurred in Elementary School science classes. Our results show teacher and students participating in discussions, proposing ideas, communicating understanding, evaluating proposals and legitimizing knowledge; in that case, we found evidences of students’ engagement. This allows us to affirm that rich discursive interactions on topics of science can also develop opportunities for the emergence of epistemic practices among students and teacher. |
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| ISSN: | 1518-8795 1518-8795 |