Between Norms and Routines of Organic Chemistry: The Work With the Domains of Scientific Knowledge

Abstract

We assume that the approximation of norms and routines characteristic of scientific activity can be an element that promotes science learning. Thus, we aim to answer the research question: “In Organic Chemistry classes for Higher Education students, which domains of scientific knowledge are mobilized by the professor?”. Therefore, Organic Chemistry classes in a teacher training program in Chemistry were recorded in audio and video. The data produced for this research come from the transcription of these recordings and were analyzed qualitatively in order to identify mobilization of the domains of scientific knowledge by the professor. The results indicated that the conceptual and material domains appear frequently, and the epistemic rarely. The social domain, on the other hand, appears linked to the use of representations. When interacting with these domains, the professor relates the experimental material to the use of representations. As implications of this research, we defend the idea of an epistemic object to approach visual representations and characterize the material domain.