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

[Zeitschriftenartikel]

Buty, Christian; Mortimer, Eduardo

Zitationshinweis

Bitte beziehen Sie sich beim Zitieren dieses Dokumentes immer auf folgenden Persistent Identifier (PID):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.
Klassifikation Bildungswesen Sekundarstufe II; Unterricht, Didaktik
Freie Schlagwörter qualitative research; model-based learning; physics education; discourse; high school
Sprache Dokument Englisch
Publikationsjahr 2008
Seitenangabe S. 1635-1660
Zeitschriftentitel International Journal of Science Education, 30 (2008) 12
DOI http://dx.doi.org/10.1080/09500690701466280
Status Postprint; begutachtet (peer reviewed)
Lizenz PEER Licence Agreement (applicable only to documents from PEER project)
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