Volltext herunterladen
(342.1 KB)
Zitationshinweis
Bitte beziehen Sie sich beim Zitieren dieses Dokumentes immer auf folgenden Persistent Identifier (PID):
https://nbn-resolving.org/urn:nbn:de:0168-ssoar-132388
Export für Ihre Literaturverwaltung
Dialogic/Authoritative Discourse and Modelling in a High School Teaching Sequence on Optics
[Zeitschriftenartikel]
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 teache... mehr
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.... weniger
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
https://doi.org/10.1080/09500690701466280
Status
Postprint; begutachtet (peer reviewed)
Lizenz
PEER Licence Agreement (applicable only to documents from PEER project)