The Moon in the classroom: investigating epistemic practices in Astronomy teaching

Abstract: Based on the theoretical fields of astronomy teaching and epistemic practices, the present study aims to identify the epistemic practices mobilized by students in classes on the phases of the Moon, and to understand the relationship between these practices and the main activities developed in science lessons. To do that, we developed and applied a didactic sequence, which are theoretically grounded in Scientific Literacy, with thirteen 8th-grade students in one school. Data collection consisted of interactions among the participants, recorded by audio and video, and the recording of activities performed by them. The study of these data was based on content analysis and showed a dynamic and relational character, considering that some activities end up stimulating and encouraging the work of certain epistemic practices to the detriment of others, in addition to the different conceptions of students about the phenomenon of the phases of the Moon.