Methodological strategy for the study of the teaching of scientific processes by analyzing the discourse in laboratory classes
This communication presents the construction of a data analysis tool to study discourse in experimental classes at the university. The tool is framed in a strategy to study the teaching of procedural content in the laboratory, which is part of a doctoral thesis work. It starts from considering that...
Guardado en:
| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Asociación de Profesores de Física de la Argentina
2020
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/28935 |
| Aporte de: |
| Sumario: | This communication presents the construction of a data analysis tool to study discourse in experimental classes at the university. The tool is framed in a strategy to study the teaching of procedural content in the laboratory, which is part of a doctoral thesis work. It starts from considering that the procedures are knowledge to teach that requires an intentional task on the part of the teacher and that the laboratory context is very rich in relation to the procedures on whose teaching it is possible to work. The description of how the analysis tool was constructed to identify types of teacher and student interventions that appear in labora-tory classes and that are part of teaching discursive strategies is included. A strategy to study the teacher's discursive strategies that could favor the learning of procedural contents in the laboratory is a contribution to the field of research of what happens in the classroom that can also be helpful for teachers to reflect in relation to their own practice. |
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