Learning chemistry and about nature of scientific practice through epistemic and non-epistemic practices

Authors

  • Antonio García-Carmona Universidad de Sevilla

Keywords:

Effervescency, inquiry-based learning, lower secondary education, nature of science, scientific practices.

Abstract

This article presents and justifies the participation of students in scientific practices as an ideal setting for science education. To the end, a perspective of the approach is promoted that includes both epistemic and non-epistemic practices whose performance demands an integrated use of scientific, procedural, and meta-scientific knowledge (or about nature of science). Finally, an example of how the educational approach could be implemented in a secondary chemistry classroom is presented, which is concreted in a school inquiry activity related to the effervescency phenomenon.

Author Biography

Antonio García-Carmona, Universidad de Sevilla

Licenciado en Ciencias Físicas, doctor y catedrático de didáctica de las ciencias experimentales en la Universidad de Sevilla. Ha sido profesor de física y química en educación secundaria durante más de una década. Como formador de profesorado de ciencia, su investigación se centra, principalmente, en la educación científica basada en la indagación / prácticas de la ciencia, la educación CTS y la comprensión de la naturaleza de la ciencia.

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Issue

No. 29 (2021)

Section

Monografia: Filosofia de la química

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