Secuencias narrativas y enseñanza de vocabulario en la escuela primaria
This paper aims to analyze the narrative sequences that teachers andstudents produce during interactions generated in the classes of Natural Sciences ofpublic elementary schools located in the province of Córdoba (Argentina). Specifically, itwas proposed to categorize and describe the different type...
Guardado en:
| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Católica de Córdoba. Facultad de Educación
2020
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| Acceso en línea: | https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/4923 |
| Aporte de: |
| Sumario: | This paper aims to analyze the narrative sequences that teachers andstudents produce during interactions generated in the classes of Natural Sciences ofpublic elementary schools located in the province of Córdoba (Argentina). Specifically, itwas proposed to categorize and describe the different types of narratives in which theteaching of words took place, as well as the conversational movements and discursiveacts that led to the treatment of vocabulary. A methodology of qualitative analysis wasadopted. The results showed that teachers and students jointly elaborated narrativefragments during a) conversations around an event built from images, b) conversationsabout past events, and c) conversations about future events. It was also observedthat the analyzed narratives provided an anchor to repair meanings, to introduceunfamiliar words or expressions, to expand information, and to correct a child's use ofa term.Keywords: narration, vocabulary, teaching, natural sciences, primary school. |
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