Work

Learning to construct scientific explanations: an analysis of everyday life in the Science classroom

Year: 2024

Type: article

Abstract: ABSTRACT This paper analyzes how 8th graders proposed and revised explanations for a phenomenon in Science lessons. Guided by Ethnography in Education, we gathered data from observations of the daily life of these lessons and analyzed connections between texts, contexts and events. The results indicate the teacher’s role on the provisional and uncertain character given to scientific explanations; the use of discussions - sometimes in groups, sometimes with the whole class - as a resource through which students validated (or not) their explanations; and the interpretations given by students to the relationships between data and explanations under construction. These resources shaped the practices of proposing/reviewing explanations, which were evidenced by changes in explanatory proposals throughout events. The study offers contributions to the research area of Science Education and implications for pedagogical practice.

Source: Revista Brasileira de Educação

DOI: 10.1590/s1413-24782024290026

Authors: Thalita de Oliveira Carneiro, Luiz Gustavo Franco, Ana Paula Souto Silva Teles, Santer Alvares de Matos

Institution: Universidade Federal de Minas Gerais

Language: English

Topic: Science Education and Pedagogy

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

Funders: Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, Conselho Nacional de Desenvolvimento Científico e Tecnológico