Abstract
In this article, the didactic interventions of a future physics teacher are analyzed during the joint construction, with the group of students, of school scientific explanations of everyday phenomena in a secondary education classroom. The work aims to contribute to an under-researched territory, related to how teachers guide the construction of explanations in science classrooms. A case study focused on qualitative methodology was used, using thematic content analysis. Transcripts, class diaries and working sessions between residents and teachers were analyzed. An initial category system was built that was expanded inductively. A typology of discursive strategies used by the future teacher was developed, which includes strategies to promote conceptualization at different levels of representation of matter and meta-explanatory strategies to explicate aspects of the structure of explanations.
Reference53 articles.
1. Soysal Y, Soysal S. Exploring Prospective Classroom Teacher Question Types for Productive Classroom Dialogue. ECNU Review of Education. 2020;1-35.
2. Worku H, Alemu M. Classroom interaction in physics teaching and learning that impede implementation of dialogic teaching: An analysis of student-student interaction. Bulgarian Journal of Science and Education Policy (BJSEP), 2020a;14(1).
3. Worku H, Alemu M. Dialogic Teaching in a Teacher Education College: An Analysis of Teacher Educator and Pre-service Teacher Talk in Physics Classrooms. African Journal of Research in Mathematics, Science and Technology Education. 2020b;1-11.
4. Implementing the science writing heuristic in the chemistry laboratory;Burke;Journal of Chemical Education,2006
5. Science in writing: Learning scientific argument in principle and practice;Cope;E-Learning and Digital Media,2013