Abstract

VENEGAS ESPINOZA, Jennifer Andrea. Social representations of scientific practices in primary textbooks of sciences used in chilean schools supported by public funds. CPU-e. Rev. Investig. Educ [online]. 2019, n.28, pp.58-77.  Epub Sep 11, 2020. ISSN 1870-5308.  https://doi.org/10.25009/cpue.v0i28.2599.

The aim of the present investigation was to explore the social representations that are made of the scientific practices in the students’ texts for the curricular subject of natural sciences used in schools supported by public funds of Chile, through the concepts of Science in action and Elaborated science developed by B. Latour. The texts analyzed correspond to those delivered and distributed free of charge by the Ministry of Education to primary students. It has been possible to demonstrate that the practices presented, vary as much by grade as by unit, these tend to reproduce representations associated to an elaborated science, since they present own practices of an absolute science, with knowledge impossible to be modified, this often lacks context and history. The students must corroborate previously established knowledge, therefore it is transmitted that the science is merely demostrative and not explanatory.

Keywords : Free textbooks; primary education; social representation; science education; Chile.