Discursive interactions in didactic work with explanations. A case study focused on the structure of school science explanations
DOI:
https://doi.org/10.55767/2451.6007.v32.n2.31185Keywords:
Structure of scientific explanations, Levels of conceptualization, Initial teacher trainingAbstract
Ability to construct logical and coherent explanations, based on scientific principles, is a central aspect for school science practice as is currently emphasized in curriculum reforms and standards around the world. This paper presents the results of a research on didactic work with the structure of explanations during two instances in classroom: idea-sharing session and joint construction with students. The case of a future teacher during her teaching residency in a Physic chemistry classroom is studied. Discursive interactions are analyzed and discursive strategies, used in her interactions with students, are characterized. The results show that the explanations are expressed as narrations characterized by sequences of caus-ally linked events, yet with weaknesses in the macro/micro connections between facts and modeling.
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