Analysis of Teaching and Learning Practices in Physics and Chemistry Education: Theoretical and Methodological Issues

Venturini, Patrice; Tiberghien, Andrée; Aufschnaiter, Claudia von; Kelly, Gregory J.; Mortimer, Eduardo Fleury

doi:10.1007/978-94-007-7281-6_29

Cited by 3 publications

(2 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The research we develop is classified within a qualitative methodology. 17 Qualitative research in education focuses on the action of teachers and students to understand their reality, 18 either by exploring common sense concepts or through case studies, or by using and selecting instruments such as observation, interview, document analysis, survey, among others. 19 The approach used in this research corresponds to an instrumental case study 20 focused on the description of how the speech of future Chemistry teachers takes shape in the classroom situations in which they intervene.…”

Section: Methodsmentioning

confidence: 99%

The nature of science dimension in the teaching discourse. a case study

Cutrera¹

2023

OAJS

View full text Add to dashboard Cite

Spoken language is the vehicle through which a great deal of teaching takes place, as well as the way in which students show the teacher a great deal of what they have learned. In this context, teaching is mostly a means of providing access to those specific ways of speaking. In particular, metadiscourse is a discursive resource used in discursive exchanges in science classrooms. Despite its importance, metadiscourse has been poorly studied in the science classrooms. One of the metadiscourse methods studied in classrooms is the one corresponding to epistemic markers. The purpose of this study is to analyze how a future Chemistry teacher uses metadiscourse to build scientific knowledge along with the students. A qualitative study of the future teacher’s speech was undertaken from discursive exchanges in a physical chemistry classroom. All classes were video and audio recorded for analysis purposes. From total of four classes, a number of extracts were selected from the third class. Based upon a content analysis, representative categories of epistemic markers in the teacher's verbal discourse were inferred. Discourse markers referred to the scientific law recognition as well as its structure and physicochemical properties thay either vary or remain constant during the phenomenon occurence were found. These markers show the importance of considering an explicit work with the epistemic dimension of the content in order to promote the construction of scientific explanations understanding in the science classroom. Additionally, this importance implies the relevance of engaging the future teachers in reflective practices that demonstrate the work with the nature of science from the discursive use of epistemological markers.

show abstract