Student’s voices (dis)organizing the science class

Detalhes bibliográficos
Autor(a) principal: Martinelli, Núbia Rosa Baquini da Silva
Data de Publicação: 2022
Outros Autores: Ritter, Jaqueline, Mackedanz, Luiz Fernando
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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spelling 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
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