Analysis of the semantic dimension in forced digitalization contexts: the case of introductory thermodynamics teaching
This paper illustrates some partial results of the research on the study of the programmatic principles of cumulative knowledge-building that emerge in discursive practices in a remote education scenario. The analysis has concentrated on a high school fifth-grade classroom, especially in physics, ad...
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Asociación de Profesores de Física de la Argentina
2023
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/43706 |
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I10-R316-article-437062024-06-18T02:10:59Z Analysis of the semantic dimension in forced digitalization contexts: the case of introductory thermodynamics teaching Análisis de la dimensión semántica en contextos de digitalización forzada: el caso de la enseñanza de termodinámica introductoria Zuluaga Duque, Denise Escudero, Consuelo Semantic dimension Legitimation codes Thermodynamics teaching Context of a pandemic Problem solving Dimensión semántica Códigos de legitimación Enseñanza de la termodinámica Contexto de pandemia Resolución de problemas This paper illustrates some partial results of the research on the study of the programmatic principles of cumulative knowledge-building that emerge in discursive practices in a remote education scenario. The analysis has concentrated on a high school fifth-grade classroom, especially in physics, addressing the topic of introductory thermodynamics. The semantic dimension of the theoretical construct, legitimation codes theory, and through its methodological tool semantic profile, proved to be an effective analytical approach. Because it allows the visual representation of the multiple gradations of meaning condensation derived from the discursive interactions promoted by the observed teacher. The treatment of boundary conditions with emphasis on variational ideas, the integration of macro and microscopic approaches, the mathematical language as structuring of physical knowledge, and the use of different resolution strategies, and with the help of didactic intentionality, have facilitated the possibility of establishing structuring connections between the explanations provided and enriched with a high level of significance allowing a deep understanding of scientific concepts. En este trabajo se presentan resultados parciales de la investigación sobre el estudio de los principios programáticos de construcción de conocimiento acumulativo que emergen en las prácticas discursivas en un escenario de educación remota. El análisis se ha centrado en un aula de quinto año del secundario, específicamente en física, abordando el tema de termodinámica introductoria. La dimensión semántica del constructo teórico, teoría de los códigos de legitimación, a través de su herramienta metodológica perfil semántico, demostró ser un enfoque analítico eficaz debido a que permite la representación visual de las múltiples gradaciones de condensación del significado derivadas de las interacciones discursivas promovidas por la docente observada. El tratamiento de condiciones de contorno con énfasis en ideas variacionales, la integración de enfoques macro y microscópico, el lenguaje matemático como estructurante del conocimiento físico y el uso de diferentes estrategias de resolución, con intencionalidad didáctica facilitaron la posibilidad de establecer conexiones estructurantes entre las explicaciones proporcionadas, enriquecidas con un nivel alto de significación; lo que permitió un tratamiento profundo de los conceptos científicos. Asociación de Profesores de Física de la Argentina 2023-12-19 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaEF/article/view/43706 10.55767/2451.6007.v35.n2.43706 Journal of Physics Teaching; Vol. 35 No. 2 (2023): July - December; 103-116 Revista de Enseñanza de la Física; Vol. 35 Núm. 2 (2023): Julio - Diciembre; 103-116 Revista de Enseñanza de la Física; v. 35 n. 2 (2023): Julho - Dezembro; 103-116 2250-6101 0326-7091 10.55767/2451.6007.v35.n2 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/43706/43858 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/43706/43965 http://creativecommons.org/licenses/by-nc-nd/4.0 |
| institution |
Universidad Nacional de Córdoba |
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I-10 |
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R-316 |
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Revista de Enseñanza de la Física |
| language |
Español |
| format |
Artículo revista |
| topic |
Semantic dimension Legitimation codes Thermodynamics teaching Context of a pandemic Problem solving Dimensión semántica Códigos de legitimación Enseñanza de la termodinámica Contexto de pandemia Resolución de problemas |
| spellingShingle |
Semantic dimension Legitimation codes Thermodynamics teaching Context of a pandemic Problem solving Dimensión semántica Códigos de legitimación Enseñanza de la termodinámica Contexto de pandemia Resolución de problemas Zuluaga Duque, Denise Escudero, Consuelo Analysis of the semantic dimension in forced digitalization contexts: the case of introductory thermodynamics teaching |
| topic_facet |
Semantic dimension Legitimation codes Thermodynamics teaching Context of a pandemic Problem solving Dimensión semántica Códigos de legitimación Enseñanza de la termodinámica Contexto de pandemia Resolución de problemas |
| author |
Zuluaga Duque, Denise Escudero, Consuelo |
| author_facet |
Zuluaga Duque, Denise Escudero, Consuelo |
| author_sort |
Zuluaga Duque, Denise |
| title |
Analysis of the semantic dimension in forced digitalization contexts: the case of introductory thermodynamics teaching |
| title_short |
Analysis of the semantic dimension in forced digitalization contexts: the case of introductory thermodynamics teaching |
| title_full |
Analysis of the semantic dimension in forced digitalization contexts: the case of introductory thermodynamics teaching |
| title_fullStr |
Analysis of the semantic dimension in forced digitalization contexts: the case of introductory thermodynamics teaching |
| title_full_unstemmed |
Analysis of the semantic dimension in forced digitalization contexts: the case of introductory thermodynamics teaching |
| title_sort |
analysis of the semantic dimension in forced digitalization contexts: the case of introductory thermodynamics teaching |
| description |
This paper illustrates some partial results of the research on the study of the programmatic principles of cumulative knowledge-building that emerge in discursive practices in a remote education scenario. The analysis has concentrated on a high school fifth-grade classroom, especially in physics, addressing the topic of introductory thermodynamics. The semantic dimension of the theoretical construct, legitimation codes theory, and through its methodological tool semantic profile, proved to be an effective analytical approach. Because it allows the visual representation of the multiple gradations of meaning condensation derived from the discursive interactions promoted by the observed teacher. The treatment of boundary conditions with emphasis on variational ideas, the integration of macro and microscopic approaches, the mathematical language as structuring of physical knowledge, and the use of different resolution strategies, and with the help of didactic intentionality, have facilitated the possibility of establishing structuring connections between the explanations provided and enriched with a high level of significance allowing a deep understanding of scientific concepts. |
| publisher |
Asociación de Profesores de Física de la Argentina |
| publishDate |
2023 |
| url |
https://revistas.unc.edu.ar/index.php/revistaEF/article/view/43706 |
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