Discursive interactions in didactic work with explanations. A case study focused on the structure of school science explanations
Ability to construct logical and coherent explanations, based on scientific principles, is a central aspect for school science practice as is currently emphasized in curriculum reforms and standards around the world. This paper presents the results of a research on didactic work with the structure o...
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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/31185 |
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I10-R316-article-311852024-03-04T16:59:58Z Discursive interactions in didactic work with explanations. A case study focused on the structure of school science explanations Interacciones discursivas en el trabajo didáctico con explicaciones. Un estudio de caso centrado en la estructura de las explicaciones científicas escolares Cutrera, Guillermo Massa, Marta Stipcich, Silvia Structure of scientific explanations, Levels of conceptualization, Initial teacher training Estructura de explicaciones científicas; Niveles de conceptualización; Formación docente inicial Ability to construct logical and coherent explanations, based on scientific principles, is a central aspect for school science practice as is currently emphasized in curriculum reforms and standards around the world. This paper presents the results of a research on didactic work with the structure of explanations during two instances in classroom: idea-sharing session and joint construction with students. The case of a future teacher during her teaching residency in a Physic chemistry classroom is studied. Discursive interactions are analyzed and discursive strategies, used in her interactions with students, are characterized. The results show that the explanations are expressed as narrations characterized by sequences of caus-ally linked events, yet with weaknesses in the macro/micro connections between facts and modeling. La capacidad de construir explicaciones lógicas y coherentes, basadas en principios científicos, es un aspecto central de la práctica científica escolar como actualmente se enfatiza en las reformas y estándares curriculares en todo el mundo. En este trabajo se presentan los resultados de una investigación acerca del trabajo didáctico con la estructura de las explica-ciones durante instancias de puesta en común y de construcción conjunta con estudiantes en el aula. Se estudia el caso de una futura profesora durante su residencia docente en un aula de fisicoquímica. Se analizan las interacciones discursivas con los estudiantes y se caracterizan las estrategias discursivas utilizadas. Los resultados evidencian que las explicaciones producidas se expresan como narraciones caracterizadas por secuencias de eventos vinculados causalmente, aunque con debilidades en las conexiones macro-micro entre el hecho y la modelización. Asociación de Profesores de Física de la Argentina 2020-12-13 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaEF/article/view/31185 10.55767/2451.6007.v32.n2.31185 Journal of Physics Teaching; Vol. 32 No. 2 (2020): July-December; 19-29 Revista de Enseñanza de la Física; Vol. 32 Núm. 2 (2020): Julio-Diciembre; 19-29 Revista de Enseñanza de la Física; v. 32 n. 2 (2020): Julho-dezembro; 19-29 2250-6101 0326-7091 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/31185/31846 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/31185/31852 http://creativecommons.org/licenses/by-nc-nd/4.0 |
| institution |
Universidad Nacional de Córdoba |
| institution_str |
I-10 |
| repository_str |
R-316 |
| container_title_str |
Revista de Enseñanza de la Física |
| language |
Español |
| format |
Artículo revista |
| topic |
Structure of scientific explanations, Levels of conceptualization, Initial teacher training Estructura de explicaciones científicas; Niveles de conceptualización; Formación docente inicial |
| spellingShingle |
Structure of scientific explanations, Levels of conceptualization, Initial teacher training Estructura de explicaciones científicas; Niveles de conceptualización; Formación docente inicial Cutrera, Guillermo Massa, Marta Stipcich, Silvia Discursive interactions in didactic work with explanations. A case study focused on the structure of school science explanations |
| topic_facet |
Structure of scientific explanations, Levels of conceptualization, Initial teacher training Estructura de explicaciones científicas; Niveles de conceptualización; Formación docente inicial |
| author |
Cutrera, Guillermo Massa, Marta Stipcich, Silvia |
| author_facet |
Cutrera, Guillermo Massa, Marta Stipcich, Silvia |
| author_sort |
Cutrera, Guillermo |
| title |
Discursive interactions in didactic work with explanations. A case study focused on the structure of school science explanations |
| title_short |
Discursive interactions in didactic work with explanations. A case study focused on the structure of school science explanations |
| title_full |
Discursive interactions in didactic work with explanations. A case study focused on the structure of school science explanations |
| title_fullStr |
Discursive interactions in didactic work with explanations. A case study focused on the structure of school science explanations |
| title_full_unstemmed |
Discursive interactions in didactic work with explanations. A case study focused on the structure of school science explanations |
| title_sort |
discursive interactions in didactic work with explanations. a case study focused on the structure of school science explanations |
| description |
Ability to construct logical and coherent explanations, based on scientific principles, is a central aspect for school science practice as is currently emphasized in curriculum reforms and standards around the world. This paper presents the results of a research on didactic work with the structure of explanations during two instances in classroom: idea-sharing session and joint construction with students. The case of a future teacher during her teaching residency in a Physic chemistry classroom is studied. Discursive interactions are analyzed and discursive strategies, used in her interactions with students, are characterized. The results show that the explanations are expressed as narrations characterized by sequences of caus-ally linked events, yet with weaknesses in the macro/micro connections between facts and modeling. |
| publisher |
Asociación de Profesores de Física de la Argentina |
| publishDate |
2020 |
| url |
https://revistas.unc.edu.ar/index.php/revistaEF/article/view/31185 |
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