Scientific explanation in a science classroom. Some didactic considerations from students’ explanations
The work is oriented by two questions: what are the characteristics of the explanations formulated by secondary education students and how to define criteria for analyzing them and teach them to future teachers, as inputs for didactic intervention. The research adopts a qualitative perspective and a...
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Asociación de Profesores de Física de la Argentina
2021
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35199 |
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I10-R316-article-351992023-09-12T17:01:49Z Scientific explanation in a science classroom. Some didactic considerations from students’ explanations La explicación científica en el aula. Consideraciones didácticas a partir de las explicaciones de los estudiantes Cutrera, Guillermo Massa, Marta Stipcich, Silvia Explicaciones científicas escolares Prácticas de enseñanza Dimensión semántica Niveles de conceptualización School scientific explanations Teaching practices Semantic dimension Levels of conceptualization The work is oriented by two questions: what are the characteristics of the explanations formulated by secondary education students and how to define criteria for analyzing them and teach them to future teachers, as inputs for didactic intervention. The research adopts a qualitative perspective and an instrumental case study approach. The case corresponds to the explanation elaborated by a group of high school students in a Physicochemistry classroom. Discourse analysis was used, from a linguistic, logical and representa tional perspective and the semantic dimension of the Theory of Legitimation Codes from the notions of levels of conceptualization and decontextualization / contextualization of discourse. The analysis identified an adequate use of conditional inference and that, with the incorporation of the school scientific model, students intertwine causal relationships; but also, that the explicitness of the entities involved in the modeling is lacking and that some conclusions are stated without justification from the school scientific model (con stancy of pressure). Consequences for teaching practices are discussed. El trabajo está orientado por dos cuestiones: cuáles son las características de las explicaciones que formulan los estudiantes de la educación secundaria y cómo definir criterios de análisis de las mismas y enseñarlos a los futuros docentes, como insumos para la intervención didáctica. La investigación adopta una perspectiva cualitativa y un enfoque de estudio de caso instrumental. El caso corresponde a la explicación elaborada por un grupo de estudiantes de educación secundaria en un aula de Fisicoquímica. Se recurrió al análisis del discurso, desde una perspectiva lingüística, lógica y representacional y a la dimensión semántica de la Teoría de los Códigos de Legitimación a partir de las nociones de niveles de conceptualización y de descontextualización/contextualización del discurso. El análisis identificó un uso adecuado de la inferencia condicional y que, con la incorporación del modelo científico escolar, los estudiantes entrelazan las relaciones causales; pero también que falta la explicitación de las entidades implicadas en la modelización y que algunas conclusiones son enunciadas sin justificación desde el modelo científico escolar (constancia de la presión). Se discuten consecuencias para las prácticas de enseñanza. Asociación de Profesores de Física de la Argentina 2021-11-05 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35199 10.55767/2451.6007.v33.n2.35199 Journal of Physics Teaching; Vol. 33 No. 2 (2021): July - December; 169-177 Revista de Enseñanza de la Física; Vol. 33 Núm. 2 (2021): Julio - Diciembre; 169-177 Revista de Enseñanza de la Física; v. 33 n. 2 (2021): Julho - Dezembro; 169-177 2250-6101 0326-7091 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35199/35341 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35199/35342 Derechos de autor 2021 Guillermo Cutrera, Marta Massa, Silvia Stipcich http://creativecommons.org/licenses/by-nc-nd/4.0 |
| institution |
Universidad Nacional de Córdoba |
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I-10 |
| repository_str |
R-316 |
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Revista de Enseñanza de la Física |
| language |
Español |
| format |
Artículo revista |
| topic |
Explicaciones científicas escolares Prácticas de enseñanza Dimensión semántica Niveles de conceptualización School scientific explanations Teaching practices Semantic dimension Levels of conceptualization |
| spellingShingle |
Explicaciones científicas escolares Prácticas de enseñanza Dimensión semántica Niveles de conceptualización School scientific explanations Teaching practices Semantic dimension Levels of conceptualization Cutrera, Guillermo Massa, Marta Stipcich, Silvia Scientific explanation in a science classroom. Some didactic considerations from students’ explanations |
| topic_facet |
Explicaciones científicas escolares Prácticas de enseñanza Dimensión semántica Niveles de conceptualización School scientific explanations Teaching practices Semantic dimension Levels of conceptualization |
| author |
Cutrera, Guillermo Massa, Marta Stipcich, Silvia |
| author_facet |
Cutrera, Guillermo Massa, Marta Stipcich, Silvia |
| author_sort |
Cutrera, Guillermo |
| title |
Scientific explanation in a science classroom. Some didactic considerations from students’ explanations |
| title_short |
Scientific explanation in a science classroom. Some didactic considerations from students’ explanations |
| title_full |
Scientific explanation in a science classroom. Some didactic considerations from students’ explanations |
| title_fullStr |
Scientific explanation in a science classroom. Some didactic considerations from students’ explanations |
| title_full_unstemmed |
Scientific explanation in a science classroom. Some didactic considerations from students’ explanations |
| title_sort |
scientific explanation in a science classroom. some didactic considerations from students’ explanations |
| description |
The work is oriented by two questions: what are the characteristics of the explanations formulated by secondary education students and how to define criteria for analyzing them and teach them to future teachers, as inputs for didactic intervention. The research adopts a qualitative perspective and an instrumental case study approach. The case corresponds to the explanation elaborated by a group of high school students in a Physicochemistry classroom. Discourse analysis was used, from a linguistic, logical and representa tional perspective and the semantic dimension of the Theory of Legitimation Codes from the notions of levels of conceptualization and decontextualization / contextualization of discourse. The analysis identified an adequate use of conditional inference and that, with the incorporation of the school scientific model, students intertwine causal relationships; but also, that the explicitness of the entities involved in the modeling is lacking and that some conclusions are stated without justification from the school scientific model (con stancy of pressure). Consequences for teaching practices are discussed. |
| publisher |
Asociación de Profesores de Física de la Argentina |
| publishDate |
2021 |
| url |
https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35199 |
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