Multi-Level Discourse Analysis in a Physics Teaching Methods Course from the Psychological Perspective of Activity Theory

Autor/inn/en	Vieira, Rodrigo Drumond; Kelly, Gregory J.
Titel	Multi-Level Discourse Analysis in a Physics Teaching Methods Course from the Psychological Perspective of Activity Theory
Quelle	In: International Journal of Science Education, 36 (2014) 16, S.2694-2718 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2014.929754
Schlagwörter	Discourse Analysis; Physics; Science Instruction; Activities; Preservice Teachers; Science Teachers; Methods Courses; Foreign Countries; Theories; Ethnography; Teacher Behavior; Teaching Methods; Teaching Styles; Persuasive Discourse; Brazil + Suchen Sie Ihr Suchwort? Diskursanalyse; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Methodisch-didaktische Anleitung; Ausland; Theory; Theorie; Ethnografie; Teacher behaviour; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil; Persuasion; Persuasive Kommunikation; Brasilien
Abstract	In this paper, we present and apply a multi-level method for discourse analysis in science classrooms. This method is based on the structure of human activity (activity, actions, and operations) and it was applied to study a pre-service physics teacher methods course. We argue that such an approach, based on a cultural psychological perspective, affords opportunities for analysts to perform a theoretically based detailed analysis of discourse events. Along with the presentation of analysis, we show and discuss how the articulation of different levels offers interpretative criteria for analyzing instructional conversations. We synthesize the results into a model for a teacher's practice and discuss the implications and possibilities of this approach for the field of discourse analysis in science classrooms. Finally, we reflect on how the development of teachers' understanding of their activity structures can contribute to forms of progressive discourse of science education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10