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INTERNATIONAL JOURNAL OF SCIENCE EDUCATION

Volume 43, 2021 - Issue 5
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Articles


THE EPISTEMOLOGICAL BRIDGE AS A FRAMEWORK TO GUIDE TEACHERS TO DESIGN CULTURALLY
INCLUSIVE PRACTICES

Julio César Tovar-GálvezDepartment of School Pedagogics and Elementary School
Didactics, Martin-Luther University of Halle-Wittenberg, Halle,
GermanyCorrespondencejoule_tg@yahoo.com
https://orcid.org/0000-0001-7008-5140View further author information
Pages 760-776 | Received 28 Sep 2020, Accepted 26 Jan 2021, Published online: 17
Feb 2021
Pages 760-776
Received 28 Sep 2020
Accepted 26 Jan 2021
Published online: 17 Feb 2021
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 * https://doi.org/10.1080/09500693.2021.1883203
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ABSTRACT

ABSTRACT

In culturally diverse classrooms, science teachers may plan and enact didactic
practices that do not include traditional epistemologies. My purpose is to
develop an approach, to support teachers in designing epistemologically
inclusive didactic practices. For this, I propose the Epistemological Bridge
frame [EB; Castaño, N. (2009). Construcción Social de Universidad para la
Inclusión: la formación de maestros con pertinencia y en contexto, desde una
perspectiva intercultural [University social construction for Inclusion: Teacher
education with relevance and in context from an intercultural perspective] based
on epistemological pluralism [Cobern, W., & Loving, C. (2001). Defining
“science” in a multicultural world: Implications for science education. Science
Education, 85, 50–67.
https://doi/10.1002/1098-237X(200101)85:1%3C50::AID-SCE5%3E3.0.CO;2-G] and
interculturality [Aikenhead, G. S., & Michell, H. (2011). Bridging cultures:
Indigenous and scientific ways of knowing nature. Pearson Education]. Through
the EB, teachers might guide students to participate in the domain of every
epistemology and to produce explanations on the same phenomenon using each
epistemology. I make the EB operational by formulating the principles of
epistemological independence and epistemological similarity. These principles
describe features of inclusive didactic practices. Finally, I discuss practical
aspects that underlie the use of EB by teachers. Thus, I address the issue of
access to traditional epistemologies, the criteria for choosing traditional
content, and the ontological commitments of students].

KEYWORDS:

 * Interculturality
 * science education
 * teacher education









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ACKNOWLEDGEMENTS

I am very grateful to Professor Doctor Alberto J Rodriguez of Purdue University,
for the pertinent commentaries and suggestions to improve this manuscript. And I
am grateful to reviewers. The responsibility for the content of this article
rests with the author.


DISCLOSURE STATEMENT

No potential conflict of interest was reported by the author(s).


ADDITIONAL INFORMATION


FUNDING

The author was supported by Colfuturo and the DAAD.
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