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. Downloads PDF (Català) Issue No. 29 (2021) Section Monografia: Filosofia de la química License The intellectual property of articles belongs to the respective authors.On submitting articles for publication to the journal Educació Química, authors accept the following terms:Authors assign to Societat Catalana de Química (a subsidiary of Institut d’Estudis Catalans) the rights of reproduction, communication to the public and distribution of the articles submitted for publication to Educació Química.Authors answer to Societat Catalana de Química for the authorship and originality of submitted articles.Authors are responsible for obtaining permission for the reproduction of all graphic material included in articles.Societat Catalana de Química declines all liability for the possible infringement of intellectual property rights by authors.The contents published in the journal, unless otherwise stated in the text or in the graphic material, are subject to a Creative Commons Attribution-NonCommercial-NoDerivs (by-nc-nd) 3.0 Spain licence, the complete text of which may be found at https://creativecommons.org/licenses/by-nc-nd/3.0/es/deed.en. Consequently, the general public is authorised to reproduce, distribute and communicate the work, provided that its authorship and the body publishing it are acknowledged, and that no commercial use and no derivative works are made of it.Educació Química is not responsible for the ideas and opinions expressed by the authors of the published articles.
