Dialogic/Authoritative Discourse and Modelling in a High School Teaching Sequence on Optics

Journal article | Zeitschriftenartikel

In this paper we aim at establishing a link between two theoretical frames: modelling and its use in the design and analysis of scientific teaching sequences, and the communicative approaches as they alternate in classroom activities. In this case study, we follow the interactions between the teacher and a pair of students during an entire teaching sequence in Optics (grade 11). We focus on the way the teacher managed the dialogicity and the modelling processes in the classroom discourse. A qualitative analysis shows some difficulties in such an achievement, and their consequences on students' meaning making.

Object Details

• Extent: Seite(n): 1635-1660
• Language: Englisch
• Notes: Status: Postprint; begutachtet (peer reviewed)

References and Relationships

• Bibliographic citation: International Journal of Science Education, 30(12)

Classification and Topics

• Subject: Sekundarbildung ; Bildung und Erziehung ; Bildungswesen Sekundarstufe II ; Unterricht, Didaktik

Contributors, Places and Time

• Event: Geistige Schöpfung
• (who): Buty, Christian ; Mortimer, Eduardo
• Event: Veröffentlichung
• (where): Vereinigtes Königreich
• (when): 2008

Further information

• DOI: https://doi.org/10.1080/09500690701466280
• URN: urn:nbn:de:0168-ssoar-132388
• Rights: GESIS - Leibniz-Institut für Sozialwissenschaften. Bibliothek Köln
• Last update: 21.06.2024, 4:26 PM CEST