Discursive Construction of Scientific Knowledge in the Classroom

Authors

  • Johanna Milena Rey-Herrera Author Departamento de Investigaciones Educativas-Cinvestav
  • Antonia Candela Author Departamento de Investigaciones Educativas-Cinvestav

Keywords:

Elementary education, classroom environment, knowledge, teacher-student relationship

Abstract

This ethnographic and analytical study of discursive interaction was undertakenin natural science lessons in first and second grades in three public schools in Bogota,Colombia. The analysis explores how constructing scientific knowledge in theclassroom is influenced by the students’ and teachers’ personal experiences. The resultsevidence that like in the scientific community, where established theories andknowledge of scientific culture model observation, participants in the classroom interactto collaboratively construct permeated scientific knowledge that relates to thesocio-cultural context from which it emerges. Because of this, we believe that understandingthe complex dynamic between teacher and student in the natural scienceclass, contributes to the debate on how science is constructed in the classroom, andthus analyze how it can be improved.

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Published

2013-04-05

How to Cite

Rey-Herrera, J. M., & Candela, A. (2013). Discursive Construction of Scientific Knowledge in the Classroom. Educación Y Educadores, 16(1). Retrieved from https://educacionyeducadores.unisabana.edu.co/index.php/eye/article/view/2411

Issue

Vol. 16 No. 1 (2013)

Section

Pedagogical research

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