Discursive Reconstruction of the Scientific Story in a Teaching Sequence

Autor/inn/en	Badreddine, Zeynab; Buty, Christian
Titel	Discursive Reconstruction of the Scientific Story in a Teaching Sequence
Quelle	In: International Journal of Science Education, 33 (2011) 6, S.773-795 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Foreign Countries; Video Technology; Grade 7; Physics; Classroom Communication; Computer Software; Teacher Student Relationship; Time Factors (Learning); Science Instruction; Teaching Methods; Learning Processes; Classroom Research; Observation; Energy; Sequential Learning; Learning Strategies; Discourse Analysis; Case Studies; Lebanon + Suchen Sie Ihr Suchwort? Ausland; School year 07; 7. Schuljahr; Schuljahr 07; Physik; Klassengespräch; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Beobachtung; Energie; Didaktische Sequenzierung; Lernsequenz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Diskursanalyse; Case study; Fallstudie; Case Study; Libanon
Abstract	Teaching and learning are time-dependant processes. It can be hypothesised that the content coherence during a teaching sequence is an important factor of learning. In this perspective, it is of great interest to follow the occurrences of a notion and the development of its meanings in the classroom discourse, all along the various sessions of a sequence. The purpose of this article is to propose a methodology for reconstructing the story of a particular notion, from the video recording of the interactions between a teacher and students, with the use of a software dedicated to qualitative analysis. The case study which is the basis of this work involves two classes in Lebanon, at Grade 7, during a teaching sequence about electricity. The study also shows the respective contributions of the teacher and students to the discourse and knowledge progression in the sequence. (Contains 7 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10