Epistemic practices: implications of sociocultural theory for knowledge construction
Epistemic practices: implications of sociocultural theory for knowledge construction
DOI:
https://doi.org/10.51473/rcmos.v1i1.2025.1191Keywords:
epistemic practices, teaching, learning, social interaction.Abstract
There has been an increase of studies for Science Teaching that consider the teaching and learning process from a historical, cultural, and social perspective. These studies consider that social interaction stimulates the construction of scientific knowledge and develops ways of speaking, thinking, acting and interacting, which are defined as epistemic practices. The present study aimed to reflect the implication of epistemic practices for the construction of scientific knowledge for Animal Science and its possible relation with some concepts of Vygotsky's Cultural-Historical Theory. Regarding the teaching and learning process the reflexions made throughout this study indicated that there is a gap between what is established in the Animal Science Curriculum Guidelines and what is taught in the classroom. Considering the epistemic practices relevant to this process, research in this area may consider the Vygotskian presuppositions, since these practices are developed in a context of interaction and are associated with a social and cultural process of knowledge construction. Engaging in epistemic practices could be fruitful, as it would benefit the scientific construction meanings for students of Animal Science.
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