Demonstrations and problem-solving exercises in school science: Their transformation within the Mexican elementary school classroom

“There is a worksheet to be followed”: A case study of a science teacher's use of learning support texts for practical work

“…After analysing the interplay between the LSM and practical work in Martin's teaching through the conceptual lens of 'didactical transposition', it is evident that his use of the curriculum support text was not very different from Candela's (1997) respondents. Like the teachers in her study, Martin did not follow the suggested problem-solving experiments designed to be performed by learners primarily in groups.…”

“…In brief, this refers to the process by which an object of knowledge (in this case the LSM) is transformed into an object of teaching, including adapting, adding to or omitting from the text according to the context and needs of the class. Candela (1997) for example reports that for the most part the respondents in her study did not follow or replicate the learnercentred, 'problem-solving' tone of the practical work suggested in their textbooks. In practice, teachers transposed or adapted the majority of the suggested 'practical activities' into teacher demonstrations, primarily in order to avoid digressions and disruptions to the class order.…”

Forum: The linguistic construction of expert identity in professor–student discussions of science

“…It seems to have less connection with the other linguistic anthropologies of education (e.g., Heath, 1983;Maybin, 2006;Street, 1993) than I would have expected from its name. And despite their identification with a ''dialogic'' perspective, the study also has few links with the sociocultural approach to discourse analysis used quite commonly today in research on classroom interaction, including that in science classrooms, (e.g., Alexander, 2000;Candela, 1997;Mercer, Dawes, Wegerif, & Sams, 2004;though Wells [1993] is cited). There are some potential links with sociocultural research specifically on identities and learning (e.g., Sfard & Prusak, 2005) that might be explored in the future.…”

Los obstáculos para el desarrollo profesional de una profesora de Enseñanza Secundaria en ciencias experimentales

“…Epistemológico (Banet et al, 2002;Elliot, 1999;Imbernón, 2002;Opdenacker, 1990;Candela, 1997;Vázquez et al, 2006a) El conocimiento escolar A nuestro juicio constituye un obstáculo pensar que existe continuidad entre conocimiento científico y cotidiano y que son epistemológicamente similares, siendo posible la transferencia de un conocimiento a otro. Sabemos que la enseñanza debe enriquecer el conocimiento cotidiano, haciéndolo más complejo y favoreciendo la interpretación y actuación de los sujetos en el mundo que los rodea (Banet et al, 2002).…”

“…Se busca, ante todo, confirmar quién es el verdadero constructor del conocimiento dentro del aula, desde la óptica de la racionalidad técnica. Para Candela (1997), el efecto que las contribuciones del alumnado tienen en la interacción dinámica no ha sido considerado adecuadamente.…”