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Dialogic/Authoritative Discourse and Modelling in a High School Teaching Sequence on Optics

[journal article]

Buty, Christian; Mortimer, Eduardo

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Please use the following Persistent Identifier (PID) to cite this document:http://nbn-resolving.de/urn:nbn:de:0168-ssoar-132388

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Abstract In this paper we aim at establishing a link between two theoretical frames: modelling and its use in the design and analysis of scientific teaching sequences, and the communicative approaches as they alternate in classroom activities. In this case study, we follow the interactions between the teacher and a pair of students during an entire teaching sequence in Optics (grade 11). We focus on the way the teacher managed the dialogicity and the modelling processes in the classroom discourse. A qualitative analysis shows some difficulties in such an achievement, and their consequences on students' meaning making.
Classification Secondary Education Sector Upper Level; Curriculum, Teaching, Didactics
Free Keywords qualitative research; model-based learning; physics education; discourse; high school
Document language English
Publication Year 2008
Page/Pages p. 1635-1660
Journal International Journal of Science Education, 30 (2008) 12
DOI http://dx.doi.org/10.1080/09500690701466280
Status Postprint; peer reviewed
Licence PEER Licence Agreement (applicable only to documents from PEER project)