Teacher reflections and elaboration of explanations in a physical chemistry classroom. A study from the Bakhtinian perspective
Keywords:
Scientific explanations, Wording, Initial teacher trainingAbstract
Research focused on how teachers discursively promote the construction of scientific explanations in science classrooms and their reflections on such interventions is scarce. We present a preview of a broader research work that addresses these two analytical dimensions. Focused on a qualitative methodology with a case study approach, the interventions and reflections of a future teacher are examined during the collaborative construction with students of a scientific explanation of a phenomenon related to gas transformations in a high school physical chemistry classroom. The study, focused on the Bakhtinian perspective, allows for an examination of the conditions of wording production related to the explanation of the phenomenon, in terms of thematic content, style, and compositional construction. This shows a perspective for the didactic approach to scientific explanations in classrooms.
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