Red de Bibliotecas Virtuales de Ciencias Sociales en
América Latina y el Caribe
Por favor, use este identificador para citar o enlazar este ítem:
https://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/47537Registro completo de metadatos
| Campo DC | Valor | Lengua/Idioma |
|---|---|---|
| dc.creator | Rodrigo Drumond Vieira | - |
| dc.creator | Gregory J. Kelly | - |
| dc.creator | Silvania Sousa do Nascimento | - |
| dc.date | 2012 | - |
| dc.date.accessioned | 2022-03-17T17:33:45Z | - |
| dc.date.available | 2022-03-17T17:33:45Z | - |
| dc.identifier | http://www.redalyc.org/articulo.oa?id=129523881002 | - |
| dc.identifier.uri | http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/47537 | - |
| dc.description | In this paper we introduce a new framework and methodology to analyze science classroom discourse and apply it to a university physics education course. Two fields of inquiry were adapted to develop the framework: activity theory and linguistics. From activity theory we applied levels of analysis (activity, actions, and operations) to organize and structure the discourse analysis. From the field of linguistics we used resources from sociolinguistics and textual linguistics to perform analysis at the action and operation levels. Sociolinguistics gave us criteria to introduce contextualization cues into analysis in order to consider ways that participants segmented their classroom conversations. Textual linguistics provided a basis for categories of language organization (e.g., argumentation, explanation, narration, description, injunction, and dialogue). From this analysis, we propose an examination of a teacher¿s discourse moves, which we labeled Discursive Didactic Procedures (DDPs). Thus, the framework provides a means to situate these DDPs in different types of language organization, examine the roles such DDPs play in events, and consider the relevant didactic goals accomplished. We applied this framework to analyze the emergence and development of an argumentative situation and investigate its specific DDPs and their roles. Finally, we explore possible contributions of the framework to science education research and consider some of its limitations. | - |
| dc.format | application/pdf | - |
| dc.language | en | - |
| dc.publisher | Universidade Federal de Minas Gerais | - |
| dc.relation | http://www.redalyc.org/revista.oa?id=1295 | - |
| dc.rights | Ensaio Pesquisa em Educação em Ciências | - |
| dc.source | Ensaio Pesquisa em Educação em Ciências (Brasil) Num.2 Vol.14 | - |
| dc.subject | Educación | - |
| dc.subject | Discourse analysis methodology | - |
| dc.subject | activity theory | - |
| dc.subject | sociolinguistics | - |
| dc.subject | textual linguistics | - |
| dc.title | AN ACTIVITY THEORY-BASED ANALYTIC FRAMEWORK FOR THE STUDY OF DISCOURSE IN SCIENCE CLASSROOMS | - |
| dc.type | artículo científico | - |
| Aparece en las colecciones: | Faculdade de Educação - FaE/UFMG - Cosecha | |
Ficheros en este ítem:
No hay ficheros asociados a este ítem.
Los ítems de DSpace están protegidos por copyright, con todos los derechos reservados, a menos que se indique lo contrario.