Explanatory Resources on Energy in High School Physics Classes: A Case Study

Explanatory Resources on Energy in High School Physics Classes: A Case Study

This paper examines and reflects on the explanatory resources that are used in high school physics classes for studying the topic of energy. Explanatory resources are a means of constructing and negotiating meaning. The research is an instrumental case study focusing on four years of high school phy...

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Autor principal: Domínguez, María Alejandra
Formato: Online
Lenguaje:spa
Publicado: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2013
Acceso en línea:https://redie.uabc.mx/index.php/redie/article/view/449
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spelling redie-article-4492020-12-14T19:34:23Z Explanatory Resources on Energy in High School Physics Classes: A Case Study Recursos explicativos sobre la energía en clases de física de nivel secundario. Estudio de caso Domínguez, María Alejandra Language skills Physics teacher speech. Habilidades del lenguaje Física discurso. This paper examines and reflects on the explanatory resources that are used in high school physics classes for studying the topic of energy. Explanatory resources are a means of constructing and negotiating meaning. The research is an instrumental case study focusing on four years of high school physics classes on energy. The theoretical principles of sociocultural approaches and conversation analysis are taken as benchmarks for understanding how we construct and reconstruct meanings (on energy). The identification of the resources used in the process of meaning construction is of importance for understanding certain scientific phenomena addressed in the curricula. Among the resources most commonly employed to enhance explanation were definitions and the causes of phenomena. We also found that teachers’ interventions, either through verbal explanations or instructional proposals, were crucial for certain kinds of explanations and for the presence or absence of other resources associated with explanations. Los recursos explicativos son un medio para construir y negociar significados. La investigación desarrollada es un estudio instrumental de casos: cuatro cursos de educación secundaria en las clases de Física donde se estudia el tema energía. Los principios teóricos de los enfoques socioculturales y los del análisis conversacional son tomados como referentes para entender cómo se construyen y reconstruyen los significados (sobre la energía). La identificación de los recursos que se emplean en estos procesos de construcción de significados es de importancia para promover la comprensión de determinados fenómenos científicos abordados en el currículo. Entre los recursos más empleados en su explicación se distingue la definición y el empleo de las causas de los fenómenos. También se puede afirmar que las intervenciones del docente, con su habla y con las situaciones didácticas que propone, son determinantes para cierto tipo de explicaciones y la aparición o ausencia de otros recursos asociados con las explicaciones. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2013-08-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/449 Revista Electrónica de Investigación Educativa; Vol. 15 No. 2 (2013) Revista Electrónica de Investigación Educativa; Vol. 15 Núm. 2 (2013) 1607-4041 spa https://redie.uabc.mx/index.php/redie/article/view/449/655 https://redie.uabc.mx/index.php/redie/article/view/449/596 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
format Online
author Domínguez, María Alejandra
spellingShingle Domínguez, María Alejandra
Explanatory Resources on Energy in High School Physics Classes: A Case Study
author_facet Domínguez, María Alejandra
author_sort Domínguez, María Alejandra
title Explanatory Resources on Energy in High School Physics Classes: A Case Study
title_short Explanatory Resources on Energy in High School Physics Classes: A Case Study
title_full Explanatory Resources on Energy in High School Physics Classes: A Case Study
title_fullStr Explanatory Resources on Energy in High School Physics Classes: A Case Study
title_full_unstemmed Explanatory Resources on Energy in High School Physics Classes: A Case Study
title_sort explanatory resources on energy in high school physics classes: a case study
description This paper examines and reflects on the explanatory resources that are used in high school physics classes for studying the topic of energy. Explanatory resources are a means of constructing and negotiating meaning. The research is an instrumental case study focusing on four years of high school physics classes on energy. The theoretical principles of sociocultural approaches and conversation analysis are taken as benchmarks for understanding how we construct and reconstruct meanings (on energy). The identification of the resources used in the process of meaning construction is of importance for understanding certain scientific phenomena addressed in the curricula. Among the resources most commonly employed to enhance explanation were definitions and the causes of phenomena. We also found that teachers’ interventions, either through verbal explanations or instructional proposals, were crucial for certain kinds of explanations and for the presence or absence of other resources associated with explanations.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2013
url https://redie.uabc.mx/index.php/redie/article/view/449
_version_ 1715723537378967552

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