Learning to construct scientific explanations: an analysis of everyday life in the Science classroom

Carneiro, Thalita de Oliveira; Franco, Luiz Gustavo; Teles, Ana Paula Souto Silva; Matos, Santer Alvares de

doi:10.1590/S1413-24782024290026

Thalita de Oliveira Carneiro

Conceptualization

Data curation

Formal Analysis

Investigation

Methodology

Writing - original draft

Writing - review & editing

Universidade Federal de Minas Gerais, Belo Horizonte, MG, Brazil. E-mail: thalitaocarneiro@gmail.com

https://orcid.org/0000-0002-5537-3483

Luiz Gustavo Franco

Conceptualization

Data curation

Formal Analysis

Funding acquisition

Project administration

Supervision

Writing - original draft

Writing - review & editing

Universidade Federal de Minas Gerais, Belo Horizonte, MG, Brazil. E-mail: luiz.gfs@hotmail.com

https://orcid.org/0000-0002-1009-7788

Ana Paula Souto Silva Teles

Conceptualization

Data curation

Formal Analysis

Supervision

Writing - original draft

Writing - review & editing

Universidade Federal de Minas Gerais, Belo Horizonte, MG, Brazil. E-mail: anapaulasoutos@gmail.com

https://orcid.org/0000-0002-8574-9832

Santer Alvares de Matos

Conceptualization

Data curation

Formal Analysis

Supervision

Writing - original draft

Writing - review & editing

Universidade Federal de Minas Gerais, Belo Horizonte, MG, Brazil. E-mail: santer@ufmg.br

https://orcid.org/0000-0002-7890-8655

Conflicts of interest:

The authors declare they don’t have any commercial or associative interest that represents conflict of interests in relation to the manuscript.

THALITA DE OLIVEIRA CARNEIRO is a doctoral student in Education from the Postgraduate Program in Education: Knowledge and Social Inclusion at the Universidade Federal de Minas Gerais (UFMG).

LUIZ GUSTAVO FRANCO has a doctorate in Education from the Universidade Federal de Minas Gerais (UFMG). He is a professor at the Faculty of Education at the same institution.

ANA PAULA SOUTO SILVA TELES has a doctorate in Education: Knowledge and Social Inclusion from the Universidade Federal de Minas Gerais (UFMG).

SANTER ALVARES DE MATOS has a doctorate in Education from Universidade Federal de Minas Gerais (UFMG). He is a professor at the Pedagogical Center of the same institution.

Line	Speaker	Speech
1	Teacher	Why is it that she feels this ingrown toenail someone stepped onto↑
2	Bárbara	It’s psychological
3	Teacher	It’s psychological ↑
4	Bárbara	If she thinks there’s a nail there *
5	Teacher	Ahn ↑
6	Bárbara	I think that *
7		If she thinks there’s a nail there *
8		She’s going to speak *
9		No *
10		There should be a nail there *
11		And then *
12		Someone steps on it *
13		I think it’s already wired so that she knows someone stepped on it *
14		Even if she doesn’t have a leg *
15		I don’t know *
16		I think that *
17	Teacher	Is that so ↑
18	Students	XXXX speak at the same time
19	Teacher	Breno *
20	Teacher	What do you think ↑
21	Breno	XXXX
22		I have an ingrown toenail * he makes vertical gestures, with an open hand and spread fingers accompanying each word of the sentence
23		XXXX
24		The toe hurts *
25		No *
26		She has an ingrown toenail * expression of surprise
27	Teacher	Let’s hear this *
28	Teacher	Jonas *
29	Jonas	Isn’t the nervous tissue stretched like this ↑ he makes a gesture as if he were showing a vertical line using his hands
30	Teacher	The spinal cord *
31	Teacher	Right ↑
32	Jonas	No *
33	Jonas	The+ axon there *
34	Teacher	Hu+m *
35	Jonas	And *
36		Then *
37		The doctor must have cut it * he makes a gesture of scissors cutting in the air
38		Then a nerve was cut off but a few remained *
39		A nervous cell there * he makes a gesture with his hands indicating a ball of wool
40		Then it goes all the way up *
41		I don’t know *
42	Teacher	It’s another hypothesis *
43	Pierre	Teacher *
44	Pierre	I know what it is *
45	Teacher	Hum *
46	Teacher	Pierre *
47	Pierre	For the transmission of the nerve impulses *
48		There’s that small space right ↑
49		His small space is greater *
50	Teacher	Look *
51	Teacher	We already have a few hypotheses here *

Line	Speaker	Speech
1	Teacher	It says here *
2		That this phantom pain is a very controversial matter for science *
3		Either science cannot explain it effectively yet *
4		Or there are several explanations *
5		We’ve seen some of them in our classroom right ↑
6		Vinícius said *
7		For example *
8		Psychological *
9		Pierre suggested a problem in the synapse
10		Jonas suggested something *
11		A hypothesis *
12		Of the axons *
13		And science also has several hypotheses *
14		Now it’s our turn to propose explanations *
15		Hypotheses *

Line	Speaker	Speech
1	Teacher	She (Nara) associated the first with the third *
2		But *
3		With- *
4	Nara	No
5	Nara	Of the first with the seventh piece of evidence she raises the paper that was in her right hand
6	Teacher	Yes *
7		But in that argument that she used
8		She brings up the argument that the hypothesis is a true statement
9		Is the hypothesis true ↑
10	Camila	XXXX
11	Nara	No *
12	Nara	It is doubtful *
13	Teacher	It is doubtful
14		So
15		Be very careful when you argue *

Line	Speaker	Speech
1	Teacher	A significant number of groups *
2		Marked that this piece of evidence of neuromas *
3		It is a good explanation *
4		For the hypothesis that *
5		The central nervous system *
6		Continuous to send impulses to the distal end of the stump *
7		Why ↑
8	Mariana	Because the brain has not yet warned *
9	Mariana	It understands that there’s still a limb *
10	Tina	Because it *
11	Teacher	Tina! he points to the student
12	Tina	Because it’s still wired to send *
13		To keep sending the nerve impulses to the place tha+t *
14		In this case *
15		There was a hand *
16		And there isn’t *
17		A+nd *
18		The impulses cluster there *
19	Mariana	Yeah *
20	Tina	And it will lead to nowhere *
21	Teacher	Then *
22		It means *
23		It keeps sending *
24		But wouldn’t that be a memory issue ↑
25	Student	Then it would be the four * reference to the hypothesis that explains phantom pain originating from cerebral memory
26	Teacher	If he already remembers he had *
27		It’s not hypothesis four anymore ↑
28		I mean *
29		There was the memory from this limb *
30		It used to send the impulses and it keeps sending ↑
31		What do you think ↑
32		Because the second *
33		The third hypothesis is *
34		Phantom limb pain *
35		Occurs due to the continuity of the impulses *
36		Between the nervous system and the distal end of the stump *
37		So ↑
38		Do you think she has it ↑
39		You’re telling me that *
40		That number three *
41		It has something to do with number four as well ↑
42		How does this thing work ↑
43	Tina	Yes *
44	Tina	Yes *
45	Teacher	Why ↑
46	Students	XXXX Speak at the same time
47	Teacher	Guys *
48		You have to pay close attention to this exercise *
49		Really close *
50		Because it will say what the phantom pain is *
51		OK ↑

Line	Speaker	Speech
1	Teacher	All groups *
2		Marked that piece of evidence no. 1 *
3		Was sound to the hypothesis no. 1 *
4		That says ***
5		What was hypothesis no. 1 ↑
6		Phantom limb pain *
7		Occurs due to a change in the brain’s functioning *
8		And what does piece of evidence no. 1 say ↑
9		It says this *
10		When you touch the face of an amputated person *
11		Who feels phantom pain *
12		This person feels the phantom limb *

Line	Speaker	Speech
1	Tina	There was a TV show in which doctor XXXX
2		But she continued to feel pain *
3		It was like she really had her leg *
4		Then she had that sensation of the leg and all *
5	Teacher	What show is this ↑
6	Tina	Grey’s Anatomy
7	Teacher	Guys *
8		Then *
9		You see *
10		This is common for people who suffer an amputation *
11		Not for people who are born with a limb reduction *
12		Then *
13		The person who is born without a limb is already
14		They don’t feel this phantom pain *

Line	Speaker	Speech
1	Nara	Let’s suppose *
2		If I memorized I had a hand *
3		But I don’t *
4		And I’m feeling pain *
5		Now at the mirror *
6	Pierre	What are you talking about ↑
7	Pierre	Nara wait a minute *
8	Nara	Let me finish *
9		Now at the mirror *
10		I’m seeing and memorizing another thing *
11		Then *
12		In my head *
13		There’ll be a change there because+
14		I memorized it *
15	Student	I can’t believe I heard this Nara *
16	Teacher	Pierre said something that helped you Nara *
17	Teacher	Pierre *
18	Pierre	Ok *
19		Here *
20		The person *
21		They look *
22		They have the sensation *
23		They see a+nd
24		Thinking that there’s a hand there+
25		They remember the sensation that they had when they had *
26		The memory of the sensation *
27	Mariana	Exactly she claps her hands while speaking
28	Teacher	Vinícius *
29	Vinícius	That’s what I was going to say *

[1] Conflicts of interest:

The authors declare they don’t have any commercial or associative interest that represents conflict of interests in relation to the manuscript.

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Learning to construct scientific explanations: an analysis of everyday life in the Science classroom

ABSTRACT