Discourse activity in the science classroom: a socio-cultural analytical and planning tool for teaching

Authors

  • Eduardo F Mortimer Faculdade de Educação Universidade Federal de Minas Gerais
  • Phil Scott Centre for Studies in Science and Mathematics Education, School of Education, University of Leeds, Leeds, UK LS2 9JT

Keywords:

discourse activity, science classes, communicative approach.

Abstract

In this paper an analytical tool, or framework, for charactersing the ways in which teachers interact with students to promote meaning making, on the social plane of high school science classes, is introduced. The development of the framework is based on sociocultural theory and each of the five aspects of the framework is outlined before being applied to the analysis of a short science teaching and learning sequence. Some fundamental points for science teaching arise out of this analysis, particularly in relation to what is identified as being the central aspect of ‘communicative approach’. Finally the potential of the framework as both an analytical and a planning tool is discussed in the context of teacher professional development.

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Published

2016-11-16

How to Cite

Mortimer, E. F., & Scott, P. (2016). Discourse activity in the science classroom: a socio-cultural analytical and planning tool for teaching. Investigations in Science Education, 7(3), 283–306. Retrieved from https://ienci.if.ufrgs.br/index.php/ienci/article/view/562

Issue

Vol. 7 No. 3 (2002): December of 2002

Section

Artigos

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