A proposal, centered on the notion of lexical richness, for the study of the instructive content of school scientific explanations
Assuming that the quality of a school scientific explanation is linked to the lexical richness of the text produced, in this paper we introduce a device capable of analyzing it. The device was implemented in order to analyze the lexical richness of the contents of two school scientific explanations...
Guardado en:
| Autores principales: | , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Asociación de Profesores de Física de la Argentina
2022
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| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/39805 |
| Aporte de: |
| Sumario: | Assuming that the quality of a school scientific explanation is linked to the lexical richness of the text produced, in this paper we introduce a device capable of analyzing it. The device was implemented in order to analyze the lexical richness of the contents of two school scientific explanations on an everyday phenomenon, constructed during a Physical Chemistry high school classroom. Two quantitative measures were used: lexical density and appearance interval, being both notional content terms. These measures were supplemented with the assessment of categorized and embedded clusters as semantic criteria. The constraints of quantitative measures and expansion of the content reading are discussed through the inclusion of semantic criteria. |
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