Summary

The main idea underlying these reflections is that the Natural Sciences teachershould have new theoretical and practical elements in which to base an epistemologicalstance regarding the knowledge imparted in school, which is transmittedeither ‘verbally or in writing’ as part of the educational scientific activity. Hence,the components of the scientific discourse and the explanations prepared by a groupof Secondary School students in Santiago, are analyzed by means of an experimentalnarrative. Lastly, some actions and strategies are proposed –duly well– founded ondidactic theory– intended to empower the role of language in the Science class, froma naturalized epistemological basis.