Inquiry-Based Science Teaching under Construction: Possibilities of Articulations Between Conceptual, Epistemic and Social Domains Within Scientific Knowledge in the Classroom
DOI:
https://doi.org/10.28976/1984-2686rbpec2020u721753Keywords:
domains of scientific knowledge, inquiry-based science teaching, ethnography in education, elementary schoolAbstract
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.
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