SEX/GENDER IN THE CONSTITUTION OF SOCIAL NORMS OF KNOWLEDGE CONSTRUCTION IN BIOLOGY CLASSES

Abstract

ABSTRACT: In science education, several authors have pointed out the importance of thinking about how sex/gender can be incorporated into research and teaching in order to overcome inequalities. Taking high school biology classes as a context, we analyzed the interactions of a group of students to understand how sex/gender influences the social norms of knowledge construction. We found evidence that indicates an imbalance in the moderate equality of group members, with cis boys’ contributions being more valued. The use of public analysis standards ensured the visibility and acceptance of cis girls’ arguments. We discuss how the recognition that the social norms of construction of knowledge in the classroom are influenced by sex/gender and how it can contribute to research on epistemic learning, as well as assist teachers in establishing practices that contribute to constructing an equitable environment for epistemic learning.