Practices and epistemic movements in the analysis about the results of an experimental inquiry practical activity
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Data de Publicação: | 2018 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Alexandria (Florianópolis) |
Texto Completo: | https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n2p337 |
Resumo: | This paper is inserted in the studies about discursive interactions in Science Teaching. The goal is to verify which Epistemic Practices and Epistemic Movements are present throughout the analysis of the results in an experimental inquiry practical activity. Thus, it is intended to characterize the proposition of explanations in the interactions between teachers and students. For this, we selected two episodes of a class about the photosynthesis and respiration theme, taught with students of the 7th Middle School. Our results indicate the teachers’ contributions in order that the students could move from the hypothesis formulation’, based on the identification of the light as the experimental variable, to the development of explanations that incorporated the concepts. The resume of prior information allows the ordering of data, which seemed to be important for students to organize information and establish conceptual bases for the subsequent interpretation of the obtained data. |
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Practices and epistemic movements in the analysis about the results of an experimental inquiry practical activityPráticas e movimentos epistêmicos na análise dos resultados de uma atividade prática experimental investigativaThis paper is inserted in the studies about discursive interactions in Science Teaching. The goal is to verify which Epistemic Practices and Epistemic Movements are present throughout the analysis of the results in an experimental inquiry practical activity. Thus, it is intended to characterize the proposition of explanations in the interactions between teachers and students. For this, we selected two episodes of a class about the photosynthesis and respiration theme, taught with students of the 7th Middle School. Our results indicate the teachers’ contributions in order that the students could move from the hypothesis formulation’, based on the identification of the light as the experimental variable, to the development of explanations that incorporated the concepts. The resume of prior information allows the ordering of data, which seemed to be important for students to organize information and establish conceptual bases for the subsequent interpretation of the obtained data.Este trabalho insere-se nos estudos sobre as interações discursivas no Ensino de Ciências. O objetivo é verificar quais Práticas Epistêmicas e Movimentos Epistêmicos estão presentes ao longo da análise dos resultados de uma atividade prática experimental investigativa. Assim, pretende-se caracterizar como ocorreu a proposição de explicações para o problema nas interações entre professores e estudantes. Para isso, foram selecionados dois episódios de uma aula sobre o tema fotossíntese e respiração, realizada com alunos do 7° ano do Ensino Fundamental. Nossos resultados indicam as contribuições dos professores de modo que os estudantes pudessem passar da formulação de hipóteses, pautadas principalmente na identificação da luz como variável experimental, para o desenvolvimento de explicações que incorporassem os conceitos. A retomada de informações já trabalhadas possibilitou o ordenamento de dados, o que pareceu importante para que os alunos organizassem informações e estabelecessem bases conceituais para a posterior interpretação dos dados obtidos.Universidade Federal de Santa Catarina2018-11-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n2p33710.5007/1982-5153.2018v11n2p337Alexandria: Revista de Educação em Ciência e Tecnologia; v. 11 n. 2 (2018); 337-3591982-5153reponame:Alexandria (Florianópolis)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n2p337/37906Copyright (c) 2018 Alexandria: Revista de Educação em Ciência e Tecnologiainfo:eu-repo/semantics/openAccessMotta, Ana Elisa MontebelliMedeiros, Michele Dayane FacioliMotokane, Marcelo Tadeu2018-11-28T09:29:31Zoai:periodicos.ufsc.br:article/53011Revistahttps://periodicos.ufsc.br/index.php/alexandria/oai1982-51531982-5153opendoar:2018-11-28T09:29:31Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
Practices and epistemic movements in the analysis about the results of an experimental inquiry practical activity Práticas e movimentos epistêmicos na análise dos resultados de uma atividade prática experimental investigativa |
title |
Practices and epistemic movements in the analysis about the results of an experimental inquiry practical activity |
spellingShingle |
Practices and epistemic movements in the analysis about the results of an experimental inquiry practical activity Motta, Ana Elisa Montebelli |
title_short |
Practices and epistemic movements in the analysis about the results of an experimental inquiry practical activity |
title_full |
Practices and epistemic movements in the analysis about the results of an experimental inquiry practical activity |
title_fullStr |
Practices and epistemic movements in the analysis about the results of an experimental inquiry practical activity |
title_full_unstemmed |
Practices and epistemic movements in the analysis about the results of an experimental inquiry practical activity |
title_sort |
Practices and epistemic movements in the analysis about the results of an experimental inquiry practical activity |
author |
Motta, Ana Elisa Montebelli |
author_facet |
Motta, Ana Elisa Montebelli Medeiros, Michele Dayane Facioli Motokane, Marcelo Tadeu |
author_role |
author |
author2 |
Medeiros, Michele Dayane Facioli Motokane, Marcelo Tadeu |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Motta, Ana Elisa Montebelli Medeiros, Michele Dayane Facioli Motokane, Marcelo Tadeu |
description |
This paper is inserted in the studies about discursive interactions in Science Teaching. The goal is to verify which Epistemic Practices and Epistemic Movements are present throughout the analysis of the results in an experimental inquiry practical activity. Thus, it is intended to characterize the proposition of explanations in the interactions between teachers and students. For this, we selected two episodes of a class about the photosynthesis and respiration theme, taught with students of the 7th Middle School. Our results indicate the teachers’ contributions in order that the students could move from the hypothesis formulation’, based on the identification of the light as the experimental variable, to the development of explanations that incorporated the concepts. The resume of prior information allows the ordering of data, which seemed to be important for students to organize information and establish conceptual bases for the subsequent interpretation of the obtained data. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-11-28 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n2p337 10.5007/1982-5153.2018v11n2p337 |
url |
https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n2p337 |
identifier_str_mv |
10.5007/1982-5153.2018v11n2p337 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n2p337/37906 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2018 Alexandria: Revista de Educação em Ciência e Tecnologia info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2018 Alexandria: Revista de Educação em Ciência e Tecnologia |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Catarina |
publisher.none.fl_str_mv |
Universidade Federal de Santa Catarina |
dc.source.none.fl_str_mv |
Alexandria: Revista de Educação em Ciência e Tecnologia; v. 11 n. 2 (2018); 337-359 1982-5153 reponame:Alexandria (Florianópolis) instname:Universidade Federal de Santa Catarina (UFSC) instacron:UFSC |
instname_str |
Universidade Federal de Santa Catarina (UFSC) |
instacron_str |
UFSC |
institution |
UFSC |
reponame_str |
Alexandria (Florianópolis) |
collection |
Alexandria (Florianópolis) |
repository.name.fl_str_mv |
Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC) |
repository.mail.fl_str_mv |
|
_version_ |
1808843264473694208 |