Multimodal argumentation in the teaching of chemical physics. Controversy over the use of nanoparticulate sunscreens

The objective is to recognize the elements of multimodal discourse in the classes and in the learning during the training of third year high school students. The methodology is descriptive-interpretive. A didactic sequence was applied with the controversies on the action of nanoparticulate protector...

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Autores principales: Pedrol, Héctor, Ortíz, Franco, Calderaro, Adriana, Iuliani, Lucía, Avena, Andrea
Formato: Artículo revista
Lenguaje:Español
Publicado: Asociación de Profesores de Física de la Argentina 2020
Materias:
Multimodal speech; School scientific argumentation; Socio-scientific controversy; Teaching of experimental sciences; Nanoparticles
Discurso Multimodal; Argumentación científica escolar; Controversias sociocientíficas; Trabajos de laboratorio; Nanopartículas
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaEF/article/view/31186
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Revista de Enseñanza de la Física de Universidad Nacional de Córdoba
id I10-R316-article-31186
record_format ojs
spelling I10-R316-article-311862024-03-04T17:00:32Z Multimodal argumentation in the teaching of chemical physics. Controversy over the use of nanoparticulate sunscreens Argumentación multimodal en la enseñanza de la fisicoquímica. Controversia sobre el uso de protectores solares nanoparticulados Pedrol, Héctor Ortíz, Franco Calderaro, Adriana Iuliani, Lucía Avena, Andrea Multimodal speech; School scientific argumentation; Socio-scientific controversy; Teaching of experimental sciences; Nanoparticles Discurso Multimodal; Argumentación científica escolar; Controversias sociocientíficas; Trabajos de laboratorio; Nanopartículas The objective is to recognize the elements of multimodal discourse in the classes and in the learning during the training of third year high school students. The methodology is descriptive-interpretive. A didactic sequence was applied with the controversies on the action of nanoparticulate protectors and their effects on the environment. The data was obtained from the filming of classes, interviews, WhatsApp and student productions. Content analysis was performed on the data. As a result, we identified the cooperation between digital and traditional communication media. A development of experimental designs was achieved jointly with the students, through which some of the evidence used in the arguments was constructed. Also gestural and oral gestural semiotic plots that cooperate or specialize in the different segments of significance identified. Digital media generate the extended classroom. Scientifically valid arguments were produced as learnings. El objetivo del trabajo es reconocer los elementos del discurso multimodal en las clases y en los aprendizajes durante la forma-ción de alumnos de tercer año de la escuela secundaria. La metodología es descriptivo-interpretativa. Se aplicó una secuencia didáctica con las controversias sobre la acción de los protectores nanoparticulados y sus efectos sobre el ambiente. Los datos se obtuvieron a partir de las filmaciones de clases, entrevistas, WhatsApp y producciones de los alumnos. Se realizó análisis de contenido sobre los datos. Como resultado identificamos la cooperación entre medios comunicacionales digitales y tradicionales. Se logró un desarrollo de diseños experimentales en forma conjunta con los alumnos, a través del cual se construyeron algunas de las evidencias utilizadas en los argumentos. También tramas semióticas gestuales corporales y orales que cooperan o se especializan en los diferentes segmentos de significatividad identificados. Los medios digitales generan el aula extendida. Como aprendizajes, se produjeron argumentos científicamente válidos. 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/31186 10.55767/2451.6007.v32.n2.31186 Journal of Physics Teaching; Vol. 32 No. 2 (2020): July-December; 31-42 Revista de Enseñanza de la Física; Vol. 32 Núm. 2 (2020): Julio-Diciembre; 31-42 Revista de Enseñanza de la Física; v. 32 n. 2 (2020): Julho-dezembro; 31-42 2250-6101 0326-7091 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/31186/31847 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/31186/31853 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 Multimodal speech; School scientific argumentation; Socio-scientific controversy; Teaching of experimental sciences; Nanoparticles
Discurso Multimodal; Argumentación científica escolar; Controversias sociocientíficas; Trabajos de laboratorio; Nanopartículas
spellingShingle Multimodal speech; School scientific argumentation; Socio-scientific controversy; Teaching of experimental sciences; Nanoparticles
Discurso Multimodal; Argumentación científica escolar; Controversias sociocientíficas; Trabajos de laboratorio; Nanopartículas
Pedrol, Héctor
Ortíz, Franco
Calderaro, Adriana
Iuliani, Lucía
Avena, Andrea
Multimodal argumentation in the teaching of chemical physics. Controversy over the use of nanoparticulate sunscreens
topic_facet Multimodal speech; School scientific argumentation; Socio-scientific controversy; Teaching of experimental sciences; Nanoparticles
Discurso Multimodal; Argumentación científica escolar; Controversias sociocientíficas; Trabajos de laboratorio; Nanopartículas
author Pedrol, Héctor
Ortíz, Franco
Calderaro, Adriana
Iuliani, Lucía
Avena, Andrea
author_facet Pedrol, Héctor
Ortíz, Franco
Calderaro, Adriana
Iuliani, Lucía
Avena, Andrea
author_sort Pedrol, Héctor
title Multimodal argumentation in the teaching of chemical physics. Controversy over the use of nanoparticulate sunscreens
title_short Multimodal argumentation in the teaching of chemical physics. Controversy over the use of nanoparticulate sunscreens
title_full Multimodal argumentation in the teaching of chemical physics. Controversy over the use of nanoparticulate sunscreens
title_fullStr Multimodal argumentation in the teaching of chemical physics. Controversy over the use of nanoparticulate sunscreens
title_full_unstemmed Multimodal argumentation in the teaching of chemical physics. Controversy over the use of nanoparticulate sunscreens
title_sort multimodal argumentation in the teaching of chemical physics. controversy over the use of nanoparticulate sunscreens
description The objective is to recognize the elements of multimodal discourse in the classes and in the learning during the training of third year high school students. The methodology is descriptive-interpretive. A didactic sequence was applied with the controversies on the action of nanoparticulate protectors and their effects on the environment. The data was obtained from the filming of classes, interviews, WhatsApp and student productions. Content analysis was performed on the data. As a result, we identified the cooperation between digital and traditional communication media. A development of experimental designs was achieved jointly with the students, through which some of the evidence used in the arguments was constructed. Also gestural and oral gestural semiotic plots that cooperate or specialize in the different segments of significance identified. Digital media generate the extended classroom. Scientifically valid arguments were produced as learnings.
publisher Asociación de Profesores de Física de la Argentina
publishDate 2020
url https://revistas.unc.edu.ar/index.php/revistaEF/article/view/31186
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first_indexed 2024-09-03T20:39:58Z
last_indexed 2024-09-03T20:39:58Z
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