RT Journal Article
T1 Epistemic knowledge considered by secondary school students involved in the examination of a real alimentary emergency
A1 Casas Quiroga, Lucía
A1 Crujeiras Pérez, Beatriz
K1 Food safety
K1 Epistemic knowledge
K1 Inquiry
K1 Argumentation
K1 Secondary school
AB This study examines the epistemic disciplinary knowledge that students consider when addressing a real food emergency that requires their engagement in inquiry and argumentation practices. The study comprised two phases: 1) designing an experiment to study the emergency and 2) evaluating the real outcome of the emergency. The participants were 10th and 11th grade students (15-17 years old) working in small groups in the subject of Biology. Their conversations were examined through discourse analysis, for which two rubrics were developed, one for each phase of the task. The design phase related to the scientific practice of inquiry while the evaluation phase related to the scientific practices of inquiry and argumentation. The results suggest that not all the epistemic disciplinary knowledge promoted by the task was taken into consideration by students, especially in relation to the reproducibility of experiments and its feasibility to solve socio-scientific issues. This implies that epistemic disciplinary knowledge must be addressed in the classroom through an explicit-reflexive approach. Further directions and implications for biology teaching are provided.
PB Taylor and Francis
SN 0021-9266
YR 2021
FD 2021-01-12
LK https://hdl.handle.net/10347/43332
UL https://hdl.handle.net/10347/43332
LA eng
NO Casas-Quiroga, L., & Crujeiras-Pérez, B. (2021). Epistemic knowledge considered by secondary school students involved in the examination of a real alimentary emergency. Journal of Biological Education, 58(1), 16–28. https://doi.org/10.1080/00219266.2021.2012230
NO This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Biological Education on 30 Dec 2021, available at: https://doi.org/10.1080/00219266.2021.2012230
NO This work was supported by the European Regional Development Fund [EDU-2017-82915R]; Ministerio de Ciencia, Innovación y Universidades [EDU-2017-82915R]; Agencia Estatal de Investigación [EDU-2017-82915R].
DS Minerva
RD 23 abr 2026