Resumo

SILVA, Erivanildo Lopes  e  WARTHA, Edson José. Establishing relations between the pedagogical and epistemological dimensions in Science Teaching. Ciência educ. [online]. 2018, vol.24, n.2, pp.337-354. ISSN 1980-850X.  https://doi.org/10.1590/1516-731320180020006.

In this study we will discuss the epistemological and pedagogical aspects that are central to the design of teaching-learning sequences (TLS) in the field of science teaching, especially highlighting the approach of these materials in secondary school. This design is based on a didactic model that considers elements of concept-context relations in the epistemic dimension, and student-teacher in the pedagogical dimension. Based on this model, we defend this structure as useful both for researchers (choices and more explicit hypotheses) and teachers (more dialogic organization in the teaching and learning process) in the research and teaching of science.

Palavras-chave : Science teaching; Context and concept; Teaching-learning sequences.

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