Pedagogical decisions of teachers and development of the students’ epistemic practices

Detalhes bibliográficos
Autor(a) principal: Santos, Carla A.
Data de Publicação: 2018
Outros Autores: Lopes, Joaquim Bernardino, Cravino, José Paulo
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.34624/id.v10i4.11165
Resumo: In this work we intend to highlight the relationships between the pedagogical decisions adopted by the teacher in the science and technology classroom and the development of students’ epistemic work. The main focus of our research work is the identification of teacher mediation traits regarding the decisions they adopt during their pedagogical action, and the understanding about how the decisions affect the development of students’ epistemic practices. For this purpose, we develop case studies, with teachers from secondary and higher education, adopting the methodology of content analysis of Multimodal Narratives from the lessons taught by them.
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spelling Pedagogical decisions of teachers and development of the students’ epistemic practicesDecisões pedagógicas dos professores e desenvolvimento de práticas epistémicas dos alunosIn this work we intend to highlight the relationships between the pedagogical decisions adopted by the teacher in the science and technology classroom and the development of students’ epistemic work. The main focus of our research work is the identification of teacher mediation traits regarding the decisions they adopt during their pedagogical action, and the understanding about how the decisions affect the development of students’ epistemic practices. For this purpose, we develop case studies, with teachers from secondary and higher education, adopting the methodology of content analysis of Multimodal Narratives from the lessons taught by them.En este trabajo pretendemos evidenciar las relaciones entre las decisiones pedagógicas adoptadas por el profesor, en clases de Ciencias y Tecnología, y el desarrollo de trabajo epistémico de los alumnos. Nuestra investigación se centró en la identificación de rasgos de la mediación del profesor relativos a las decisiones que adoptó durante su acción pedagógica y en la comprensión de la influencia que estas decisiones pueden tener en el desarrollo de prácticas epistémicas por parte de los alumnos. Para ello, llevamos a cabo estudios de caso, involucrando profesores de enseñanza secundaria y de enseñanza superior, adoptando la metodología de análisis de contenido de Narraciones Multimodales relativas a las clases por ellos enseñadas.Neste trabalho pretendemos evidenciar as relações entre as decisões pedagógicas adotadas pelo professor, na sala de aula de Ciências e Tecnologia, e o desenvolvimento de trabalho epistémico dos alunos. O foco desta investigação é a identificação de traços da mediação do professor relativos às decisões por ele adotadas, durante a sua ação pedagógica, e na compreensão da influência que tais decisões podem ter no desenvolvimento de práticas epistémicas por parte dos alunos. Para tal, levamos a cabo estudos de caso, envolvendo professores do ensino secundário e do ensino superior, adotando a metodologia de análise de conteúdo de Narrações Multimodais relativas aulas por eles lecionadas.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2018-12-13T00:00:00Zjournal articlejournal articlejournal articlejournal articleinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://doi.org/10.34624/id.v10i4.11165oai:proa.ua.pt:article/11165Indagatio Didactica; Vol 10 No 4 (2018); 119-132Indagatio Didactica; Vol. 10 Núm. 4 (2018); 119-132Indagatio Didactica; Vol. 10 No 4 (2018); 119-132Indagatio Didactica; vol. 10 n.º 4 (2018); 119-1321647-3582reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://proa.ua.pt/index.php/id/article/view/11165https://doi.org/10.34624/id.v10i4.11165https://proa.ua.pt/index.php/id/article/view/11165/7283Santos, Carla A.Lopes, Joaquim BernardinoCravino, José Pauloinfo:eu-repo/semantics/openAccess2022-09-05T15:17:24ZPortal AgregadorONG
dc.title.none.fl_str_mv Pedagogical decisions of teachers and development of the students’ epistemic practices
Decisões pedagógicas dos professores e desenvolvimento de práticas epistémicas dos alunos
title Pedagogical decisions of teachers and development of the students’ epistemic practices
spellingShingle Pedagogical decisions of teachers and development of the students’ epistemic practices
Santos, Carla A.
title_short Pedagogical decisions of teachers and development of the students’ epistemic practices
title_full Pedagogical decisions of teachers and development of the students’ epistemic practices
title_fullStr Pedagogical decisions of teachers and development of the students’ epistemic practices
title_full_unstemmed Pedagogical decisions of teachers and development of the students’ epistemic practices
title_sort Pedagogical decisions of teachers and development of the students’ epistemic practices
author Santos, Carla A.
author_facet Santos, Carla A.
Lopes, Joaquim Bernardino
Cravino, José Paulo
author_role author
author2 Lopes, Joaquim Bernardino
Cravino, José Paulo
author2_role author
author
dc.contributor.author.fl_str_mv Santos, Carla A.
Lopes, Joaquim Bernardino
Cravino, José Paulo
description In this work we intend to highlight the relationships between the pedagogical decisions adopted by the teacher in the science and technology classroom and the development of students’ epistemic work. The main focus of our research work is the identification of teacher mediation traits regarding the decisions they adopt during their pedagogical action, and the understanding about how the decisions affect the development of students’ epistemic practices. For this purpose, we develop case studies, with teachers from secondary and higher education, adopting the methodology of content analysis of Multimodal Narratives from the lessons taught by them.
publishDate 2018
dc.date.none.fl_str_mv 2018-12-13T00:00:00Z
dc.type.driver.fl_str_mv journal article
journal article
journal article
journal article
info:eu-repo/semantics/article
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://doi.org/10.34624/id.v10i4.11165
oai:proa.ua.pt:article/11165
url https://doi.org/10.34624/id.v10i4.11165
identifier_str_mv oai:proa.ua.pt:article/11165
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://proa.ua.pt/index.php/id/article/view/11165
https://doi.org/10.34624/id.v10i4.11165
https://proa.ua.pt/index.php/id/article/view/11165/7283
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro
publisher.none.fl_str_mv Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro
dc.source.none.fl_str_mv Indagatio Didactica; Vol 10 No 4 (2018); 119-132
Indagatio Didactica; Vol. 10 Núm. 4 (2018); 119-132
Indagatio Didactica; Vol. 10 No 4 (2018); 119-132
Indagatio Didactica; vol. 10 n.º 4 (2018); 119-132
1647-3582
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv
repository.mail.fl_str_mv
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