Since the internet is present in virtually every domain of human activity, including academic research, the relationship between science education and fields such as digital anthropology must be strengthened. Our goal is to propose strategies for investigating how scientific knowledge and science-related educational knowledge are created, shared, and used in cyberspace from a cultural perspective. After examining theoretical aspects of the relationship between anthropology, education, science studies, and science education, we present our proposal. First, we delineate the terminology and conceptual categories appropriate to the study. Next, we discuss the importance of theoretical-methodological frameworks, highlighting theories and authors that are fundamental for a holistic perspective. We then explore possible research questions, objects, and scopes of inquiry. We also examine the online/offline dichotomy, showing that fieldwork must account for the specificities and contradictions inherent to cyberspace. Finally, we propose a spatiotemporal framework that helps illuminate how ethnographic descriptions can operate in an environment such as the internet. With this, we aim to facilitate the development of research on how people use the internet in their everyday lives to create and sustain cultures or communities that, in some way, involve science and science education.
