Practices and epistemic movements in the analysis about the results of an experimental inquiry practical activity

Abstract

This paper is inserted in the studies about discursive interactions in Science Teaching. The goal is to verify which Epistemic Practices and Epistemic Movements are present throughout the analysis of the results in an experimental inquiry practical activity. Thus, it is intended to characterize the proposition of explanations in the interactions between teachers and students. For this, we selected two episodes of a class about the photosynthesis and respiration theme, taught with students of the 7th Middle School. Our results indicate the teachers’ contributions in order that the students could move from the hypothesis formulation’, based on the identification of the light as the experimental variable, to the development of explanations that incorporated the concepts. The resume of prior information allows the ordering of data, which seemed to be important for students to organize information and establish conceptual bases for the subsequent interpretation of the obtained data.