Epistemic functions of models in the teaching and learning process in cytogenetics: an analysis in the context of pre-service biology teachers

Abstract

In this research, we analyze how pre-service Biology teachers mobilize epistemic functions of models in the teaching and learning processes in cytogenetics. We collected data from an interaction in a group of pre-service Biology teachers in a teaching sequence on cell division that involved the practice of modeling. For analysis, we transcribed situations with greater analytical potential, organized in scenes and teaching episodes. The results indicate that pre-service Biology teachers mobilized different epistemic functions of the models under discussion: (i) representation as showing and representation as standing for; (ii) investigate and predictive; (iii) communicate; (iv) to support scientific arguments and explanations; (v) to simplify and (vi) to provide a conceptual image. Epistemic functions related to the communication of ideas and argumentation expanded opportunities for conceptual doubts and/or alternative views of some concepts to emerge in the interactions. In addition, the study points out implications for science education and the teaching of Biology, especially with regard to the use of modeling not only as an activity of mere manipulation or representation as showing, but as an opportunity to reflect on models as epistemic artifacts by enabling a more authentic experience of scientific practice in teaching contexts.