Cloning in the classroom: an example of the didactical use of popularization of science text

Authors

  • Isabel Martins
  • Tatiana Galieta Nascimento
  • Teo Bueno de Abreu Núcleo de Tecnologia Educacional para a Saúde Universidade Federal do Rio de Janeiro

Keywords:

scientific discourse, science education, popular science, cloning, recontextualisation

Abstract

This paper describes a science lesson in which different texts,such as newspapers, popular science magazines and textbooks were used as didactic resources. Our theoretical framework explores the relevance of communicative approaches to teaching and discusses the relationships between text and discourse. Data were collected through videotapes of a Biology lesson about cloning in an adult education class in Brazil. The analyses focussed on the teacher’s discursive re-elaborations and revealed a variety of roles played by a popular science text in a science lesson, such as motivation and lesson structuring, as well as, helpingorganise explanations, fostering debate, broadening reading practices and establishing relationships between scientific and everyday contexts. Amongst the discursive reelaborations observed are strategies for adaptation of originals, the emphasis on reading activities and joint use of popular science texts and textbooks.

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Published

2016-11-13

How to Cite

Martins, I., Nascimento, T. G., & de Abreu, T. B. (2016). Cloning in the classroom: an example of the didactical use of popularization of science text. Investigations in Science Education, 9(1), 95–111. Retrieved from https://ienci.if.ufrgs.br/index.php/ienci/article/view/536

Issue

Vol. 9 No. 1 (2004): March of 2004

Section

Artigos

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