期刊名称：Enseñanza de las ciencias: revista de investigación y experiencias didácticas
印刷版ISSN：2174-6486
出版年度：2021
卷号：39
期号：1
页码：99-115
DOI：10.5565/rev/ensciencias.2891
出版社：Universitat de València
摘要：Science teachers face multicultural classrooms where the epistemology of science and the traditional epistemologies from the communities to which students belong coexist. Our purpose is to support teachers in establishing an inclusive relationship between such epistemologies, by providing them with a set of intercultural practices in science teaching (IPST). For designing the IPST we borrow the epistemological bridge (EB) which describes the inclusion relationship as the equitable recognition, validation and use of the diverse epistemologies. We tested the IPST. The results show us that the EB version that the participant-teacher took into practice, through the IPST, is an alternative to what we propose. This evidence suggests re-designing the IPST to better guide teachers in planning and enacting the EB.
其他摘要：Science teachers face multicultural classrooms where the epistemology of science and the traditional epistemologies from the communities to which students belong coexist. Our purpose is to support teachers in establishing an inclusive relationship between such epistemologies, by providing them with a set of intercultural practices in science teaching (IPST). For designing the IPST we borrow the epistemological bridge (EB) which describes the inclusion relationship as the equitable recognition, validation and use of the diverse epistemologies. We tested the IPST. The results show us that the EB version that the participant-teacher took into practice, through the IPST, is an alternative to what we propose. This evidence suggests re-designing the IPST to better guide teachers in planning and enacting the EB.
关键词：Enseñanza de las ciencias; Profesores en servicio; Interculturalidad; Epistemología; Práctica de aula.
