Dos conhecimentos tradicionais às práticas epistêmicas: Situando conceitos químicos nos contextos dos estudantes

Abstract

Researchers in the area of Science Education have showed the importance of bringing students closer to scientific practices. However, more than involving them in this approach, it is up to teachers to situate these practices in their contexts. Thus, purpose to identify thepractices mobilizes by high school studentsfrom a public school in the discipline of Chemistry. The discussion of chemical concepts started from a problem involving the use of teas. Due to the nature of the concepts discussed, written records produced by the students were used, which were analyzedusing Discursive Textual Analysis with previously defined categories. The epistemic practices identified -problematizing, elaborating hypotheses, making predictions and quoting -can be directly linked to the students' previous knowledge, emphasizing theimportance of considering the context of these students. It is not expected to build a list of practices identified from a sequence of classes, but to understand the ways in which chemical knowledge is being built by these students and the influence of their prior knowledge. The identification of epistemic practices also provides important implications for teaching, because their development by students can be evidence of engagement and epistemic learning.