Learning chemistry and about nature of scientific practice through epistemic and non-epistemic practices

This article presents and justifies the participation of students in scientific practices as an ideal setting for science education. To the end, a perspective of the approach is promoted that includes both epistemic and non-epistemic practices whose performance demands an integrated use of scientific, procedural, and meta-scientific knowledge (or about nature of science). Finally, an example of how the educational approach could be implemented in a secondary chemistry classroom is presented, which is concreted in a school inquiry activity related to the effervescency phenomenon.