Discourse analysis of practicing chemistry teachers and its contribution to the assessment of scientific thinking competences. A case study in Chile Análisis del discurso del profesorado de química en ejercicio y su contribución a la evaluación de competencias de pensamiento científico. Un estudio de caso en Chile

Quintanilla, M; Merino, C; Cuellar, L.

Abstract

" Under Fondecyt 1095149 project, the Teaching Reflection Workshop (TRD) on ""Science communication in the classroom and promotion of Scientific Thinking Skills"" (CPC) was designed and conducted with four chemistry teachers of Middle School. During the workshop, the teachers designed and planned teaching and learning sequences (SEA) for the chemical bond, emphasizing argumentation and explanation. The speeches of one of the two teachers who participated in the activity following the methodological guidelines by Boulter (2000) are characterized and analyzed in this paper. The results indicate that the use of different systemic patterns allows us to study the discourses that emerge in chemistry class and are means for explaining the world. © Universidad Nacional Autónoma de México. "

Más información

Título de la Revista: EDUCACION QUIMICA
Volumen: 23
Número: 2
Editorial: UNAM
Fecha de publicación: 2012
Página de inicio: 188
Página final: 191
URL: http://www.scopus.com/inward/record.url?eid=2-s2.0-84864088646&partnerID=q2rCbXpz