Discursive analysis of the didactic potential of a STEM proposal
The results of a case study are presented in this work, in which the discursive interactions are analyzed as significant element to evaluate the didactic potential of a Physics teaching proposal. The context of production of the speeches is a science teacher course for secondary school in the provin...
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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/31187 |
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I10-R316-article-31187 |
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I10-R316-article-311872024-03-04T17:03:00Z Discursive analysis of the didactic potential of a STEM proposal Análisis discursivo de la potencialidad didáctica de una propuesta CTIM Furci, Victor González, Ana Trinidad, Oscar Peretti, Luis Discourse analysis; Discursive interactions; STEM; Didactic potential Análisis del discurso; Interacciones discursivas; CTIM; Potencialidad didáctica The results of a case study are presented in this work, in which the discursive interactions are analyzed as significant element to evaluate the didactic potential of a Physics teaching proposal. The context of production of the speeches is a science teacher course for secondary school in the province of Buenos Aires, Ar-gentina. The didactic proposal consists of posing and solving an open problem focused on the transfer of thermal energy; which proposes the design and implementation of experimental devices and digital technologies for its solution, approached from a multidisciplinary STEM (Science, Technology, Engineering and Math) perspective. The analysis of the discursive interactions is carried out including the structural-textural, semantic, and rhetorical aspects. A contextual description and the non-verbal language developed in the case are also presented. The study shows the didactic po-tential, both of the proposal and of the teacher´s discursive interventions. Finally, some recommendations for the communica-tive resignification of the design of STEM proposals are pointed out. Se presentan en este trabajo los resultados de un estudio de caso, en el que se analizan las interacciones discursivas como ele-mento significativo para evaluar la potencialidad didáctica de una propuesta de enseñanza de física.El contexto de producción de los discursos es un curso de profesorado de Ciencias Naturales para nivel secundario de la provincia de Buenos Aires, Argentina. La propuesta didáctica consiste en el planteo y resolución de un problema abierto centrado en la transferencia de energía térmica; el cual propone el diseño e implementación de dispositivos experimentales y tecnologías digi-tales para su solución, abordados desde una perspectiva multidisciplinaria ciencia, tecnología, ingeniería y matemática (CTIM).Se realiza el análisis de las interacciones discursivas incluyendo los aspectos estructural-textural, semántico y retórico. Se pre-senta además una descripción contextual y del lenguaje no-verbal desarrollado en el caso. El estudio describe la potencialidad didáctica de la propuesta y caracteriza las intervenciones discursivas del profesor. Finalmente, se señalan algunas recomenda-ciones para la resignificación comunicativa del diseño de propuestas CTIM. 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/31187 10.55767/2451.6007.v32.n2.31187 Journal of Physics Teaching; Vol. 32 No. 2 (2020): July-December; 43-55 Revista de Enseñanza de la Física; Vol. 32 Núm. 2 (2020): Julio-Diciembre; 43-55 Revista de Enseñanza de la Física; v. 32 n. 2 (2020): Julho-dezembro; 43-55 2250-6101 0326-7091 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/31187/31848 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/31187/31854 http://creativecommons.org/licenses/by-nc-nd/4.0 |
| institution |
Universidad Nacional de Córdoba |
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I-10 |
| repository_str |
R-316 |
| container_title_str |
Revista de Enseñanza de la Física |
| language |
Español |
| format |
Artículo revista |
| topic |
Discourse analysis; Discursive interactions; STEM; Didactic potential Análisis del discurso; Interacciones discursivas; CTIM; Potencialidad didáctica |
| spellingShingle |
Discourse analysis; Discursive interactions; STEM; Didactic potential Análisis del discurso; Interacciones discursivas; CTIM; Potencialidad didáctica Furci, Victor González, Ana Trinidad, Oscar Peretti, Luis Discursive analysis of the didactic potential of a STEM proposal |
| topic_facet |
Discourse analysis; Discursive interactions; STEM; Didactic potential Análisis del discurso; Interacciones discursivas; CTIM; Potencialidad didáctica |
| author |
Furci, Victor González, Ana Trinidad, Oscar Peretti, Luis |
| author_facet |
Furci, Victor González, Ana Trinidad, Oscar Peretti, Luis |
| author_sort |
Furci, Victor |
| title |
Discursive analysis of the didactic potential of a STEM proposal |
| title_short |
Discursive analysis of the didactic potential of a STEM proposal |
| title_full |
Discursive analysis of the didactic potential of a STEM proposal |
| title_fullStr |
Discursive analysis of the didactic potential of a STEM proposal |
| title_full_unstemmed |
Discursive analysis of the didactic potential of a STEM proposal |
| title_sort |
discursive analysis of the didactic potential of a stem proposal |
| description |
The results of a case study are presented in this work, in which the discursive interactions are analyzed as significant element to evaluate the didactic potential of a Physics teaching proposal. The context of production of the speeches is a science teacher course for secondary school in the province of Buenos Aires, Ar-gentina. The didactic proposal consists of posing and solving an open problem focused on the transfer of thermal energy; which proposes the design and implementation of experimental devices and digital technologies for its solution, approached from a multidisciplinary STEM (Science, Technology, Engineering and Math) perspective. The analysis of the discursive interactions is carried out including the structural-textural, semantic, and rhetorical aspects. A contextual description and the non-verbal language developed in the case are also presented. The study shows the didactic po-tential, both of the proposal and of the teacher´s discursive interventions. Finally, some recommendations for the communica-tive resignification of the design of STEM proposals are pointed out. |
| publisher |
Asociación de Profesores de Física de la Argentina |
| publishDate |
2020 |
| url |
https://revistas.unc.edu.ar/index.php/revistaEF/article/view/31187 |
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