Abstract

SASSERON, Lúcia Helena. CONSTITUTIVE PRACTICES OF INQUIRY PLANNED BY STUDENTS IN SCIENCE LESSON: ANALYSIS OF AN EXAMPLE. Ens. Pesqui. Educ. Ciênc. [online]. 2021, vol.23, e26063.  Epub Jan 16, 2021. ISSN 1983-2117.  https://doi.org/10.1590/1983-21172021230101.

In recent years, much has been discussed about the teaching of science as a practice allowing relations among conceptual, social, material and epistemic dimensions of knowledge. In this case study, with qualitative analysis, we analyzed a teaching situation in elective activity in which Elementary School students, under the supervision of monitors trained in different areas of science, get involved in an inquiry planning. From the study, we identified constituent elements of the investigation and how they relate to epistemic objects and experimental conditions. The results presented in this paper can contribute to Science Education research area by exposing a way of analyzing research situations in which epistemic practices are performed by students.

Keywords : Inquiry-based teaching; Epistemic practices; Elementary school.

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