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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| Autores principales: | , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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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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| Sumario: | 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. |
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