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: | , , , , |
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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/31186 |
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| Sumario: | 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. |
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