Análisis del discurso del profesorado de química en ejercicio y su contribución a la evaluación de competencias de pensamiento científico. Un estudio de caso en 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 GONZALO MERINO RUBILAR, Luigi Cuellar

Research output: Contribution to journalArticlepeer-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 contributionDiscourse analysis of practicing chemistry teachers and its contribution to the assessment of scientific thinking competences. A case study in Chile
Original languageSpanish
Pages (from-to)188-191
Number of pages4
JournalEducacion Quimica
Volume23
Issue number2
StatePublished - 1 Apr 2012

Fingerprint Dive into the research topics of 'Discourse analysis of practicing chemistry teachers and its contribution to the assessment of scientific thinking competences. A case study in Chile'. Together they form a unique fingerprint.

Cite this