SciELO - Scientific Electronic Library Online

 
vol.29 número4Narrativa e compreensão nos escritos educacionais de Hannah Arendt índice de autoresíndice de assuntospesquisa de artigos
Home Pagelista alfabética de periódicos  

Serviços Personalizados

Journal

Artigo

Indicadores

Links relacionados

Compartilhar


Educação em Revista

versão impressa ISSN 0102-4698

Resumo

VIEIRA, Rodrigo Drumond  e  NASCIMENTO, Silvania Sousa do. Communicative approach, argumentation and didactic goals: a physics classroom episode as managed by a trainee teacher. Educ. rev. [online]. 2013, vol.29, n.4, pp.15-36. ISSN 0102-4698.  https://doi.org/10.1590/S0102-46982013000400002.

This study presents articulated analyses of an episode of regency in a highschool physics class and its use as a teaching tool in the context of a Physics Pre-Service Teaching subject. The main goal of this work is to analyze and discuss such articulations with the support of the analytical triad communicative approach/argumentation/didactic goals. The analysis showed that the roles of argumentation and didactic goals in the science classroom discourse are unclear for the investigated undergraduate students. From this perspective, the undergraduate students' mistake in confusing explanation with argumentation demands formative actions in order to emphasize which didactic goals argumentations can satisfy in class and how such argumentations can be identified, promoted and managed by science teachers. We conclude by pointing out the implications of such analysis and perspectives for the research and for the field of physics and science teaching.

Palavras-chave : Pre-service Teacher Education; Discourse; Argumentation; Didactic Goals.

        · resumo em Português     · texto em Português     · Português ( pdf )

 

Creative Commons License Todo o conteúdo deste periódico, exceto onde está identificado, está licenciado sob uma Licença Creative Commons