Discourse analysis of practicing chemistry teachers and its contribution to the assessment of scientific thinking competences. A case study in Chile

Mario Quintanilla; Cristian Merino; Luigi Cuellar

doi:10.1016/s0187-893x(17)30107-6

Discourse analysis of practicing chemistry teachers and its contribution to the assessment of scientific thinking competences. A case study in Chile

Translated title of the contribution: Discourse analysis of practicing chemistry teachers and its contribution to the assessment of scientific thinking competences. A case study in Chile

Mario Quintanilla, Cristian Merino, Luigi Cuellar

INSTITUTE OF CHEMISTRY

Research output: Contribution to journal › Article › peer-review

Abstract

Under Fondecyt 1095149 project, the Teaching Reflection Workshop (TRD) on "Science communication in the classroom and promotion of Scientific Thinking Skills" (CPC) was designed and conducted with four chemistry teachers of Middle School. During the workshop, the teachers designed and planned teaching and learning sequences (SEA) for the chemical bond, emphasizing argumentation and explanation. The speeches of one of the two teachers who participated in the activity following the methodological guidelines by Boulter (2000) are characterized and analyzed in this paper. The results indicate that the use of different systemic patterns allows us to study the discourses that emerge in chemistry class and are means for explaining the world.

Translated title of the contribution	Discourse analysis of practicing chemistry teachers and its contribution to the assessment of scientific thinking competences. A case study in Chile
Original language	English
Pages (from-to)	188-191
Number of pages	4
Journal	Educacion Quimica
Volume	23
Issue number	2
DOIs	https://doi.org/10.1016/s0187-893x(17)30107-6
State	Published - Apr 2012

Keywords

Evaluation
Scientific thinking competences

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10.1016/s0187-893x(17)30107-6

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keywords = "Evaluation, Scientific thinking competences",

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AU - Cuellar, Luigi

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N2 - Under Fondecyt 1095149 project, the Teaching Reflection Workshop (TRD) on "Science communication in the classroom and promotion of Scientific Thinking Skills" (CPC) was designed and conducted with four chemistry teachers of Middle School. During the workshop, the teachers designed and planned teaching and learning sequences (SEA) for the chemical bond, emphasizing argumentation and explanation. The speeches of one of the two teachers who participated in the activity following the methodological guidelines by Boulter (2000) are characterized and analyzed in this paper. The results indicate that the use of different systemic patterns allows us to study the discourses that emerge in chemistry class and are means for explaining the world.

AB - Under Fondecyt 1095149 project, the Teaching Reflection Workshop (TRD) on "Science communication in the classroom and promotion of Scientific Thinking Skills" (CPC) was designed and conducted with four chemistry teachers of Middle School. During the workshop, the teachers designed and planned teaching and learning sequences (SEA) for the chemical bond, emphasizing argumentation and explanation. The speeches of one of the two teachers who participated in the activity following the methodological guidelines by Boulter (2000) are characterized and analyzed in this paper. The results indicate that the use of different systemic patterns allows us to study the discourses that emerge in chemistry class and are means for explaining the world.

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Discourse analysis of practicing chemistry teachers and its contribution to the assessment of scientific thinking competences. A case study in Chile

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Keywords

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