Didactics: a scenario for the construction of language games
This paper defends the need of structuring a pedagogical look on the sciences to be taught, in order to think didactics as a type of knowledge to be built by the teacher when he faces the task of bringing scientific knowledge to the classroom. This recontextualization involves moving knowledge from...
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| Autores principales: | , , |
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| Formato: | Artículo publishedVersion Artículo revisado por pares |
| Lenguaje: | Español |
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Universidad de Antioquia
2011
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| Acceso en línea: | http://aprendeenlinea.udea.edu.co/revistas/index.php/revistaeyp/article/view/9928 http://biblioteca.clacso.edu.ar/gsdl/cgi-bin/library.cgi?a=d&c=co/co-062&d=article9928oai |
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| Sumario: | This paper defends the need of structuring a pedagogical look on the sciences to be taught, in order to think didactics as a type of knowledge to be built by the teacher when he faces the task of bringing scientific knowledge to the classroom. This recontextualization involves moving knowledge from a scientific context to the cultural context of knowledge at school. In this line of ideas, language appears as one of the main problems to be thought of within the pedagogy-science dialog. Such a dialog helps teachers to analyze, reflect upon, and construct language games that make reworking scientific discourse possible from the perspective of teaching.How to reference this article: Palacio Mejía, Luz Victoria; Mónica Cecilia Machado Marín y Juan Guillermo Hoyos Melguizo, “La didáctica: un escenario para la construcción de juegos de lenguaje”, Revista Educación y Pedagogía, Medellín, Universidad de Antioquia, Facultad de Educación, vol. XX, núm. 50, (eneroabril), 2008, pp. 99-110.Received: october 2007Accepted: january 2008 |
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