Re‐presenting the social construction of science in light of the propositions of Bruno Latour: For a renewal of the school conception of science in secondary schools

Abstract

Current opinion holds that school science has not been producing the expected outcomes. Highlighted by a considerable body of research, one of the concerns is that young people still mobilize a naive conception of science. Consequently, we must pursue the reßection process concerning ways of renewing the school conception of science so as to propose ways of representing and doing that are a greater source of participation among students. In this article, we argue for the importance of enriching school discourses by mobilizing a socialized conception of science. Our perspective seeks to highlight the major theoretical contributions of ethnomethodology put forward by Bruno Latour. Hence, we propose an operational deÞnition of the social construction of science based on actornetwork theory as an attempt to produce a more focused conceptualization of science as a social enterprise.

Science Education in Post-Truth Age: Metaphysical Reflections from Bruno Latour’s Science Studies

“…The proposal that we make, in dialogue with the research studies in Science Education that already bring a deep reflection on the work of Latour (Candela, 2010;Coutinho, & Silva, 2014Massoni, & Moreira, 2017;Mody, 2015;M. A. Oliveira, 2010;Queiroz, & Almeida, 2004;Rezzadori, & Oliveria, 2011;Richard, & Bader, 2010;Roth, & Tobin, 1997;Roxael et al, 2015;Vianna, & Carvalho, 2001a, 2001bWeinstein, 2008), is an investment in a metaphysical turn. We do not want to make a "Latourian proposal" of teaching.…”

“…In addition, Mody (2015) recommends the adoption of scientific practices in Science Education such as privileging the writing and reading of scientific texts, and Massoni and Moreira (2017) indicate the need to bring contemporary science into the classroom. In addition, it is possible to find the proposal of bringing the aspect of social construction of knowledge to the didactic discussions (Richard, & Bader, 2010) and proposal of elaboration of didactic sequences from an actor-network conception .…”

Applying actor–network theory to identify factors contributing to nonpersistence of African American students in STEM majors

“…ANT explorations capture the actors and their stories, showing how entities are attracted into or excluded from networks and how the linkages sustain those connections. ANT explorations illustrate the interactions among the entities and shows where “the actions of series of actors situated in networks have a certain impact on the web of relations assembling them” (Richard & Bader, , p. 748). ANT acknowledges that these interactions include human and nonhuman entities.…”

Tornar-se fisiologista vegetal: potencialidades educacionais de uma controvérsia entre cientistas do século XIX sob o ponto de vista de Bruno Latour

“…De fato, alguns pesquisadores em ensino de ciências reconhecem as potenciais contribuições dos Science Studies 2 para desenvolver nos estudantes o pensamento crítico e um maior engajamento para compreender a natureza do conhecimento científico (OLIVEIRA, 2008;RICHARD;BADER, 2010). Exemplificando, Roth e McGinn (1998) ressaltam que a divulgação do conhecimento sobre as visões sobre natureza da ciência auxilia os professores de três formas, pois eles podem: i) incorporar as perspectivas da natureza da ciência no currículo e melhorar o entendimento dos alunos sobre esse aspecto; ii) desenvolver elementos do currículo que focam em práticas científicas autênticas; e iii) seguir os métodos de pesquisa desenvolvidos por esses estudos para investigar práticas e produtos científicos.…”