Abstract

ACEVEDO, Cecilia; PORRO, Silvia  and  ADURIZ-BRAVO, Agustín. Epistemological conceptions, teaching and learning in science classes. Rev. Fac. Cienc. Tecnol. [online]. 2013, n.34, pp.43-58. ISSN 0121-3814.

This study aims to analyze the relations between epistemological conceptions, the proposal for teaching and the students and teachers conceptions on the object of study in science classes. A didactic sequence about forces and motion is analyzed with a group of seventh graders at a public school in the city of Buenos Aires. The analysis was done regarding: i) the relationship between "the observable" and theory; (ii) the status given to empirical evidence; (iii) the place given to the "suspicion" in regards to what was observed; and (iv) the role of the student in the construction of knowledge. The didactic sequence begins by introducing students to a series of situations considered "evidence" from which they would be able to conceptualize what a force is. Based on the interactions between teacher and students in the classroom, times of working inside of the same teaching sequence are identified where it is produced a shift in the place that these tests occupy in the construction of knowledge. The tests that initially acted as a "raw material" took the place of contrast in a theoretical statement about the concept of force - recovered from the dictionary from the intervention of a student in class. This work aims at installing the question about how to sustain certain sensitivity from the theoretical framework and methodological research in order to capture the movements that happen within the same proposal for education. The study intents to contribute to the debate on the study of teachers and students conceptions of science from an interactionist and contextualized perspective.

Keywords : epistemological conceptions; didactics; natural sciences; primary school; interactionist perspective.

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