Student’s voices (dis)organizing the science class
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Caderno Brasileiro de Ensino de Física (Online) |
Texto Completo: | https://periodicos.ufsc.br/index.php/fisica/article/view/80495 |
Resumo: | We present and discuss a discursive analysis of a Science class in Elementary School, in which the students' voice is privileged, to show conceptual constructions about a phenomenon of student interest, which is the influence of the Moon on the tides. In the course of verbal interactions, several scientific concepts are treated, in a movement of meaning, by students. The discursive analysis is conducted through an analytical device that organizes the speeches, which constitute the Bakhtinian enunciation category. The question that moves the research is: by what processes can students' manifestations, in the classroom, mobilize mediations between the movements of teaching and learning, so that learning can take place dialogically? As a research hypothesis, it is assumed that fostering and welcoming students' manifestations provides interactions capable of generating students' conceptual elaborations on scientific facts, based on a phenomenon of interest, and also generating teaching understandings about students' learning movements. The results are presented in the form of an ‘Enunciation theme’, analytically constituted from the pedagogical treatment of the interrelationship between everyday knowledge and scientific knowledge, through the contextualization of knowledge about local tides. This enunciation theme conveys conceptual elaborations by students and teachers, prefiguring a type of class in which non-linearity is one of the main characteristics, contributing to broaden the view on the class, explaining students' understandings about it and about the pedagogical dynamics as opposed to idealized ones. |
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Student’s voices (dis)organizing the science classA voz discente (des)organizando a aula de ciênciasMediationEnunciatedConceptual SignificanceScientific ConceptsMediaçãoEnunciadoSignificação ConceitualConceitos CientíficosWe present and discuss a discursive analysis of a Science class in Elementary School, in which the students' voice is privileged, to show conceptual constructions about a phenomenon of student interest, which is the influence of the Moon on the tides. In the course of verbal interactions, several scientific concepts are treated, in a movement of meaning, by students. The discursive analysis is conducted through an analytical device that organizes the speeches, which constitute the Bakhtinian enunciation category. The question that moves the research is: by what processes can students' manifestations, in the classroom, mobilize mediations between the movements of teaching and learning, so that learning can take place dialogically? As a research hypothesis, it is assumed that fostering and welcoming students' manifestations provides interactions capable of generating students' conceptual elaborations on scientific facts, based on a phenomenon of interest, and also generating teaching understandings about students' learning movements. The results are presented in the form of an ‘Enunciation theme’, analytically constituted from the pedagogical treatment of the interrelationship between everyday knowledge and scientific knowledge, through the contextualization of knowledge about local tides. This enunciation theme conveys conceptual elaborations by students and teachers, prefiguring a type of class in which non-linearity is one of the main characteristics, contributing to broaden the view on the class, explaining students' understandings about it and about the pedagogical dynamics as opposed to idealized ones.Apresentamos e discutimos análise discursiva de uma aula de Ciências no Ensino Fundamental, na qual a voz dos estudantes é privilegiada, para mostrar construções conceituais acerca de um fenômeno de interesse discente, que é a influência da Lua nas marés. No curso das interações verbais são tratados diversos conceitos científicos, em movimento de significação, pelos estudantes. A análise discursiva é conduzida por meio de um dispositivo analítico que organiza as falas, as quais constituem a categoria bakhtiniana da enunciação. A questão que move a pesquisa é: por que processos as manifestações dos estudantes, na aula, podem mobilizar mediações entre os movimentos de ensinar e aprender, para que aprendizagens possam ocorrer dialogicamente? Como hipótese de pesquisa assume-se que fomentar e acolher as manifestações dos estudantes propicia interações capazes de gerar elaborações conceituais discentes sobre os fatos científicos, a partir de um fenômeno de interesse, e também gerar compreensões docentes sobre os movimentos de aprender dos estudantes. Os resultados são apresentados em forma de um ‘Tema de enunciação’, constituído analiticamente a partir do tratamento pedagógico da inter-relação entre conhecimento cotidiano, e conhecimento científico, por meio da contextualização dos conhecimentos sobre as marés locais. Este Tema de enunciação veicula elaborações conceituais discentes e docentes, prefigurando um tipo de aula em que a não linearidade se constitui como uma das principais características, contribuindo para ampliar a visão sobre a aula, explicitando compreensões discentes sobre a mesma e sobre as dinâmicas pedagógicas vividas em contraposição às idealizadas.Imprensa Universitária - UFSC2022-08-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/fisica/article/view/8049510.5007/2175-7941.2022.e80495Caderno Brasileiro de Ensino de Física; v. 39 n. 2 (2022): Caderno Brasileiro de Ensino de Física; 351-3802175-79411677-2334reponame:Caderno Brasileiro de Ensino de Física (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/fisica/article/view/80495/51330Martinelli, Núbia Rosa Baquini da SilvaRitter, JaquelineMackedanz, Luiz Fernandoinfo:eu-repo/semantics/openAccess2022-08-15T17:42:13Zoai:periodicos.ufsc.br:article/80495Revistahttp://www.periodicos.ufsc.br/index.php/fisicaPUBhttps://periodicos.ufsc.br/index.php/fisica/oaicbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com2175-79411677-2334opendoar:2022-08-15T17:42:13Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
Student’s voices (dis)organizing the science class A voz discente (des)organizando a aula de ciências |
title |
Student’s voices (dis)organizing the science class |
spellingShingle |
Student’s voices (dis)organizing the science class Martinelli, Núbia Rosa Baquini da Silva Mediation Enunciated Conceptual Significance Scientific Concepts Mediação Enunciado Significação Conceitual Conceitos Científicos |
title_short |
Student’s voices (dis)organizing the science class |
title_full |
Student’s voices (dis)organizing the science class |
title_fullStr |
Student’s voices (dis)organizing the science class |
title_full_unstemmed |
Student’s voices (dis)organizing the science class |
title_sort |
Student’s voices (dis)organizing the science class |
author |
Martinelli, Núbia Rosa Baquini da Silva |
author_facet |
Martinelli, Núbia Rosa Baquini da Silva Ritter, Jaqueline Mackedanz, Luiz Fernando |
author_role |
author |
author2 |
Ritter, Jaqueline Mackedanz, Luiz Fernando |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Martinelli, Núbia Rosa Baquini da Silva Ritter, Jaqueline Mackedanz, Luiz Fernando |
dc.subject.por.fl_str_mv |
Mediation Enunciated Conceptual Significance Scientific Concepts Mediação Enunciado Significação Conceitual Conceitos Científicos |
topic |
Mediation Enunciated Conceptual Significance Scientific Concepts Mediação Enunciado Significação Conceitual Conceitos Científicos |
description |
We present and discuss a discursive analysis of a Science class in Elementary School, in which the students' voice is privileged, to show conceptual constructions about a phenomenon of student interest, which is the influence of the Moon on the tides. In the course of verbal interactions, several scientific concepts are treated, in a movement of meaning, by students. The discursive analysis is conducted through an analytical device that organizes the speeches, which constitute the Bakhtinian enunciation category. The question that moves the research is: by what processes can students' manifestations, in the classroom, mobilize mediations between the movements of teaching and learning, so that learning can take place dialogically? As a research hypothesis, it is assumed that fostering and welcoming students' manifestations provides interactions capable of generating students' conceptual elaborations on scientific facts, based on a phenomenon of interest, and also generating teaching understandings about students' learning movements. The results are presented in the form of an ‘Enunciation theme’, analytically constituted from the pedagogical treatment of the interrelationship between everyday knowledge and scientific knowledge, through the contextualization of knowledge about local tides. This enunciation theme conveys conceptual elaborations by students and teachers, prefiguring a type of class in which non-linearity is one of the main characteristics, contributing to broaden the view on the class, explaining students' understandings about it and about the pedagogical dynamics as opposed to idealized ones. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-08-15 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufsc.br/index.php/fisica/article/view/80495 10.5007/2175-7941.2022.e80495 |
url |
https://periodicos.ufsc.br/index.php/fisica/article/view/80495 |
identifier_str_mv |
10.5007/2175-7941.2022.e80495 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/fisica/article/view/80495/51330 |
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 |
Imprensa Universitária - UFSC |
publisher.none.fl_str_mv |
Imprensa Universitária - UFSC |
dc.source.none.fl_str_mv |
Caderno Brasileiro de Ensino de Física; v. 39 n. 2 (2022): Caderno Brasileiro de Ensino de Física; 351-380 2175-7941 1677-2334 reponame:Caderno Brasileiro de Ensino de Física (Online) instname:Universidade Federal de Santa Catarina (UFSC) instacron:UFSC |
instname_str |
Universidade Federal de Santa Catarina (UFSC) |
instacron_str |
UFSC |
institution |
UFSC |
reponame_str |
Caderno Brasileiro de Ensino de Física (Online) |
collection |
Caderno Brasileiro de Ensino de Física (Online) |
repository.name.fl_str_mv |
Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC) |
repository.mail.fl_str_mv |
cbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com |
_version_ |
1799940575179309056 |