This paper refers to the concept of semiotic and theoretic control describing resources to conduct decisions in epistemic processes. We consider an argumentation process from a complex problem-solving activity involving different conceptual frames related to parabolas. Using a micro-analytical interpretative lens, we will show that, in order to…

The concept of energy is one key component of science education curricula worldwide. While it is still being taught in many science classrooms from a mainly conceptual knowledge perspective, the need to frame the concept of energy as a socioscientific issue and implement it in the context of citizenship education and education for sustainable…