ON METHODOLOGY AND METHODS FOR ANALYSING CLASSROOM DISCURSIVE ‎INTERACTION:‎: A DISCUSSION ‎BETWEEN QUANTITATIVE AND QUALITATIVE ‎APPROACHES ‎

Detalhes bibliográficos
Autor(a) principal: Lago, Leonardo
Data de Publicação: 2023
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Educação em Revista
Texto Completo: https://periodicos.ufmg.br/index.php/edrevista/article/view/41747
Resumo: This article presents a theoretical work whose objective is the discussion of methodologies and methods in educational research, in particular those that analyze classroom discursive interactions. The first part discusses the two main research paradigms and their ontological and epistemological bases: positivism and interpretivism. Next, two methods for analyzing discursive interactions are presented and discussed, one for each paradigm. Systematic coding - within the quantitative context - is indicated to treat data from large samples, to describe general patterns, and, by transforming the discourse into variables, to statistical comparisons or temporal analyses. The method is applied in a set of 42 episodes of group dialogue and the results are discussed in light of the nature of the research questions, showing what types of statistical tests can be performed. Within the interpretivist paradigm,  sociocultural discourse analysis is presented as an example of a qualitative method and it is applied to excerpts from classroom dialogues. The main finding is the identification of typologies that describe the ways in which teacher and students construct scientific explanations. In the final part, some possibilities and limits of each method are discussed and the conclusion defends that both can be seen as complementary for the advancement of knowledge in the educational field.
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spelling ON METHODOLOGY AND METHODS FOR ANALYSING CLASSROOM DISCURSIVE ‎INTERACTION:‎: A DISCUSSION ‎BETWEEN QUANTITATIVE AND QUALITATIVE ‎APPROACHES ‎methodologydiscourse analysisdiscursive interactionThis article presents a theoretical work whose objective is the discussion of methodologies and methods in educational research, in particular those that analyze classroom discursive interactions. The first part discusses the two main research paradigms and their ontological and epistemological bases: positivism and interpretivism. Next, two methods for analyzing discursive interactions are presented and discussed, one for each paradigm. Systematic coding - within the quantitative context - is indicated to treat data from large samples, to describe general patterns, and, by transforming the discourse into variables, to statistical comparisons or temporal analyses. The method is applied in a set of 42 episodes of group dialogue and the results are discussed in light of the nature of the research questions, showing what types of statistical tests can be performed. Within the interpretivist paradigm,  sociocultural discourse analysis is presented as an example of a qualitative method and it is applied to excerpts from classroom dialogues. The main finding is the identification of typologies that describe the ways in which teacher and students construct scientific explanations. In the final part, some possibilities and limits of each method are discussed and the conclusion defends that both can be seen as complementary for the advancement of knowledge in the educational field.Este artículo presenta un trabajo teórico cuyo objetivo es la discusión de metodologías y métodos para la investigación educativa, en particular aquellos que analizan las interacciones discursivas que ocurren en el aula. La primera parte discute los dos principales paradigmas de investigación y sus bases ‎ontológicas y epistemológicas: el positivismo y el interpretativismo. A continuación, se presentan y discuten dos métodos para analizar interacciones discursivas, uno para cada paradigma. La codificación sistemática -dentro del contexto cuantitativo- está indicada para tratar datos de grandes muestras, describir patrones generales y, al transformar el discurso en variables, puede utilizarse para comparaciones estadísticas entre grupos o análisis temporales. El método se aplica a un conjunto de 42 episodios de diálogo grupal y los resultados se discuten a la luz de la naturaleza de las preguntas de investigación, mostrando qué tipos de pruebas estadísticas se pueden realizar. Dentro del paradigma interpretativo, el análisis del discurso sociocultural se presenta como un ejemplo de método cualitativo. El método se aplica a extractos de diálogos de aula en los que el resultado es la identificación de tipologías que describen las formas en que el profesor y los estudiantes construyen explicaciones científicas. En la parte final del trabajo se discuten las posibilidades y límites de cada método y en la conclusión se defiende la tesis de que ambos son complementarios para el avance del conocimiento en el campo educativo.‎Esse artigo apresenta um trabalho teórico cujo objetivo é a discussão de metodologias e métodos para a pesquisa educacional, em particular aquelas que analisam as interações discursivas que ocorrem em sala de aula. A primeira parte discorre sobre os dois principais paradigmas de pesquisa e suas bases ontológicas e epistemológicas: o positivismo e o interpretivismo. A seguir,  dois métodos para análise das interações discursivas são apresentados e discutidos, um para cada paradigma. A codificação sistemática - dentro do contexto quantitativo - é indicada para tratar dados provenientes de grandes amostras, para a descrição de padrões gerais e, ao transformar o discurso em variáveis, poder ser utilizada para comparações estatísticas entre grupos ou análises temporais. O método é aplicado em um conjunto de 42 episódios de diálogo em grupo e os resultados discutidos à luz da natureza das perguntas de pesquisa, mostrando-se quais tipos de testes estatísticos podem ser realizados. Dentro do paradigma interpretivista, apresenta-se a análise do discurso sociocultural para exemplo de método qualitativo. O método é aplicado a trechos de diálogos de sala de aula em que o resultado é a identificação de tipologias que descrevem as formas em que professor e alunos constroem explicações científicas. Na parte final do trabalho, as possibilidades e limites de cada método são discutidas e na conclusão se defende a tese de que ambos são complementares para o avanço do conhecimento no campo educacional.Educação em Revista 2023-11-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPeer reviewedRevisado por paresAvaliado por Paresinfo:eu-repo/semantics/otherapplication/pdfapplication/pdfhttps://periodicos.ufmg.br/index.php/edrevista/article/view/41747Educação em Revista ; v. 39 (2023)1982-66210102-4698reponame:Educação em Revistainstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporenghttps://periodicos.ufmg.br/index.php/edrevista/article/view/41747/39227https://periodicos.ufmg.br/index.php/edrevista/article/view/41747/39228Copyright (c) 2023 Educação em Revista https://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessLago, Leonardo2023-11-20T14:52:10Zoai:periodicos.ufmg.br:article/41747Revistahttps://periodicos.ufmg.br/index.php/edrevistaPUBhttps://periodicos.ufmg.br/index.php/edrevista/oai||sergiocirino99@yahoo.com|| revista@fae.ufmg.br1982-66210102-4698opendoar:2023-11-20T14:52:10Educação em Revista - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv ON METHODOLOGY AND METHODS FOR ANALYSING CLASSROOM DISCURSIVE ‎INTERACTION:‎: A DISCUSSION ‎BETWEEN QUANTITATIVE AND QUALITATIVE ‎APPROACHES ‎
title ON METHODOLOGY AND METHODS FOR ANALYSING CLASSROOM DISCURSIVE ‎INTERACTION:‎: A DISCUSSION ‎BETWEEN QUANTITATIVE AND QUALITATIVE ‎APPROACHES ‎
spellingShingle ON METHODOLOGY AND METHODS FOR ANALYSING CLASSROOM DISCURSIVE ‎INTERACTION:‎: A DISCUSSION ‎BETWEEN QUANTITATIVE AND QUALITATIVE ‎APPROACHES ‎
Lago, Leonardo
methodology
discourse analysis
discursive interaction
title_short ON METHODOLOGY AND METHODS FOR ANALYSING CLASSROOM DISCURSIVE ‎INTERACTION:‎: A DISCUSSION ‎BETWEEN QUANTITATIVE AND QUALITATIVE ‎APPROACHES ‎
title_full ON METHODOLOGY AND METHODS FOR ANALYSING CLASSROOM DISCURSIVE ‎INTERACTION:‎: A DISCUSSION ‎BETWEEN QUANTITATIVE AND QUALITATIVE ‎APPROACHES ‎
title_fullStr ON METHODOLOGY AND METHODS FOR ANALYSING CLASSROOM DISCURSIVE ‎INTERACTION:‎: A DISCUSSION ‎BETWEEN QUANTITATIVE AND QUALITATIVE ‎APPROACHES ‎
title_full_unstemmed ON METHODOLOGY AND METHODS FOR ANALYSING CLASSROOM DISCURSIVE ‎INTERACTION:‎: A DISCUSSION ‎BETWEEN QUANTITATIVE AND QUALITATIVE ‎APPROACHES ‎
title_sort ON METHODOLOGY AND METHODS FOR ANALYSING CLASSROOM DISCURSIVE ‎INTERACTION:‎: A DISCUSSION ‎BETWEEN QUANTITATIVE AND QUALITATIVE ‎APPROACHES ‎
author Lago, Leonardo
author_facet Lago, Leonardo
author_role author
dc.contributor.author.fl_str_mv Lago, Leonardo
dc.subject.por.fl_str_mv methodology
discourse analysis
discursive interaction
topic methodology
discourse analysis
discursive interaction
description This article presents a theoretical work whose objective is the discussion of methodologies and methods in educational research, in particular those that analyze classroom discursive interactions. The first part discusses the two main research paradigms and their ontological and epistemological bases: positivism and interpretivism. Next, two methods for analyzing discursive interactions are presented and discussed, one for each paradigm. Systematic coding - within the quantitative context - is indicated to treat data from large samples, to describe general patterns, and, by transforming the discourse into variables, to statistical comparisons or temporal analyses. The method is applied in a set of 42 episodes of group dialogue and the results are discussed in light of the nature of the research questions, showing what types of statistical tests can be performed. Within the interpretivist paradigm,  sociocultural discourse analysis is presented as an example of a qualitative method and it is applied to excerpts from classroom dialogues. The main finding is the identification of typologies that describe the ways in which teacher and students construct scientific explanations. In the final part, some possibilities and limits of each method are discussed and the conclusion defends that both can be seen as complementary for the advancement of knowledge in the educational field.
publishDate 2023
dc.date.none.fl_str_mv 2023-11-20
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer reviewed
Revisado por pares
Avaliado por Pares
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufmg.br/index.php/edrevista/article/view/41747
url https://periodicos.ufmg.br/index.php/edrevista/article/view/41747
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://periodicos.ufmg.br/index.php/edrevista/article/view/41747/39227
https://periodicos.ufmg.br/index.php/edrevista/article/view/41747/39228
dc.rights.driver.fl_str_mv Copyright (c) 2023 Educação em Revista
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Educação em Revista
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Educação em Revista
publisher.none.fl_str_mv Educação em Revista
dc.source.none.fl_str_mv Educação em Revista ; v. 39 (2023)
1982-6621
0102-4698
reponame:Educação em Revista
instname:Universidade Federal de Minas Gerais (UFMG)
instacron:UFMG
instname_str Universidade Federal de Minas Gerais (UFMG)
instacron_str UFMG
institution UFMG
reponame_str Educação em Revista
collection Educação em Revista
repository.name.fl_str_mv Educação em Revista - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv ||sergiocirino99@yahoo.com|| revista@fae.ufmg.br
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