Epistemic dimension of scientific competence. Focal points for designing classroom activities

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DOI:

https://doi.org/10.7203/dces.42.21070

Keywords:

Scientific competence, epistemic cognition, epistemic dimension, didactic design, argumentation

Abstract

Scientific competence includes an epistemic dimension related to the ways science validates knowledge. The integration of this dimension in classroom activities is complex. In this article, we merge theoretical frameworks from different authors and propose three focal action points (Argumentation, Nature of Science, Epistemic Cognition). For each focal point, we offer specific strategies to help teachers integrate the epistemic dimension into their classroom activities and exemplify this with classroom activities from several authors.

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Author Biographies

Jordi Domènech Casal, Universitat Autònoma de Barcelona

Universitat Autònoma de Barcelona

Anna Marbà Tallada, Universitat Autònoma de Barcelona

Universitat Autònoma de Barcelona

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Published

2022-07-04

How to Cite

Domènech Casal, J., & Marbà Tallada, A. (2022). Epistemic dimension of scientific competence. Focal points for designing classroom activities. Didáctica De Las Ciencias Experimentales Y Sociales, (42), 81–98. https://doi.org/10.7203/dces.42.21070
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Issue

No. 42 (2022)

Section

Didáctica de las Ciencias

License

The articles published at Didáctica de las Ciencias Experimentales y Sociales will have a Creative Common Licence Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported

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