Student’s voices (dis)organizing the science class
We present and discuss a discursive analysis of a Science class in Elementary School, in which the students' voice is privileged, to show conceptual constructions about a phenomenon of student interest, which is the influence of the Moon on the tides. In the course of verbal interactions, sever...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Federal de Santa Catarina (UFSC) |
| Repositorio: | Caderno Brasileiro de Ensino de Física (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.ufsc.br:article/80495 |
| Acceso en línea: | https://periodicos.ufsc.br/index.php/fisica/article/view/80495 |
| Access Level: | acceso abierto |
| Palabra clave: | Mediation Enunciated Conceptual Significance Scientific Concepts Mediação Enunciado Significação Conceitual Conceitos Científicos |
| Sumario: | We present and discuss a discursive analysis of a Science class in Elementary School, in which the students' voice is privileged, to show conceptual constructions about a phenomenon of student interest, which is the influence of the Moon on the tides. In the course of verbal interactions, several scientific concepts are treated, in a movement of meaning, by students. The discursive analysis is conducted through an analytical device that organizes the speeches, which constitute the Bakhtinian enunciation category. The question that moves the research is: by what processes can students' manifestations, in the classroom, mobilize mediations between the movements of teaching and learning, so that learning can take place dialogically? As a research hypothesis, it is assumed that fostering and welcoming students' manifestations provides interactions capable of generating students' conceptual elaborations on scientific facts, based on a phenomenon of interest, and also generating teaching understandings about students' learning movements. The results are presented in the form of an ‘Enunciation theme’, analytically constituted from the pedagogical treatment of the interrelationship between everyday knowledge and scientific knowledge, through the contextualization of knowledge about local tides. This enunciation theme conveys conceptual elaborations by students and teachers, prefiguring a type of class in which non-linearity is one of the main characteristics, contributing to broaden the view on the class, explaining students' understandings about it and about the pedagogical dynamics as opposed to idealized ones. |
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