THE STUDY ON PRODUCTIVE DISCIPLINARY ENGAGEMENT IN BIOLOGY TEACHING BASED ON SOCIOSCIENTIFIC ISSUES ABOUT DRUG USE

This article presents a study on the productive disciplinary engagement of high school students during investigative activities on the topic of drugs carried out in groups and guided by the socioscientific debate. It also investigates the relationship between this engagement and epistemic practices. Through participant observation and audiovisual recordings, discursive processes that evidence the epistemic practices of production, communication, evaluation and legitimization of knowledge can be observed in the episodes analyzed. A pattern of engagement indicators (E3, EDP1 and EDP2) is also noted, associated with science teaching from the perspective of social learning. These results may stimulate future research proposals on the relationship between socioscientific issues and the mobilization of epistemic practices and student engagement in science classes

Key words:
Socioscientific issues; Epistemic practices; Productive disciplinary engagement