The current article calls for a comprehensive approach to framing research in tourism. Specifically, the identifying and examining of how different levels of frames develop and operate across distinct media writing genres that dialogue with each other to communicate a more multifaceted
narrative. By examining American newspaper travel writing, business reporting, and international news reporting on Brazil, the study advances an understanding of the ways in which the US print media interprets and represents Brazil and Brazilians for an American audience. The study proposes
three different levels of frames that dialogue with each other and ultimately communicate with the audience: meso-, micro-, and macroframes. The study advances the argument that different levels of frames transmit certain messages on their own, but they also interact with other levels of frames
to communicate a more complete or, at times, divergent narrative.
This study aims to clarify the role of visual representations (VR) on the promotion and development of students’ epistemic practices (EP) in the physical sciences (PS) classroom. The use of VR is crucial for supporting and developing students’ EP (student work in inquiry context).
Research questions: (a) how do teachers trigger the use of VR by students in the classroom? (b) What functions can be attributed to VR in PS classrooms? (c) What is the impact of VR on students’ EP? In all questions the dependence on the context and teacher experience will be analyzed.
This is a multicase study with five PS teachers, with different teaching experience, from Portuguese basic schools (students aged 13-15 years).
Multimodal narratives were used (a description of what happens in the classroom, using several types of data collected). Using open coding analysis, categories were found and then cluster analysis was used to find patterns.
Main findings: (a) teacher’s efforts are the triggers for the use of VR by students, especially the task proposal; (b) VR can be used as an illustration (does not increase students’ EP) or as epistemic mediator (increases students’ EP); (c) all these aspects are dependent on teacher experience.
Key words: Epistemic mediators, students’ epistemic practices, teacher mediation, visual representations.
The purpose of this study is to highlight didactic decisions of teachers in Physical Sciences classrooms. The framework used is teacher mediation of students’ learning.
Research questions: (a) what aspects of teaching trigger didactics? (b) What are the relationships between the didactic decisions of teachers and their triggers? Are the responses to these questions dependent on teacher or teaching level?
This study reports on a multi-case study of five teachers from three teaching levels (basic, secondary and higher education). Multimodal narratives (a description of what happens in the classroom, using several types of data collected inside and outside the classroom) were used to analyse the didactic decisions of teachers and to determine what causes them to take a particular decision in the classroom. It searches for categories using open code analysis, and then use cluster analysis to find patterns.
Four patterns of decisions were found, transversing teacher and teaching levels, and relate them to their triggers.
It is found that each teacher and each teaching level has a singular profile for decision-making (a particular combination of patterns of decision-making, what draws the teacher’s attention, and the specific decisions taken).
Key words: didactic decisions, draw teachers’ atention, Physical Sciences, classroom.
This chapter aims to identify certain interaction dynamics between pedagogical decisions and students' epistemic practices (EPs) that occur during science and technology lessons conducted by teachers at two different teaching levels. A content analysis was undertaken of multimodal narratives (MNs) of lessons based on two case studies of secondary and higher education teachers. MN excerpts are used to illustrate the interaction dynamics between pedagogical decisions and students' EPs for each teacher. Results show that the secondary education teacher makes more pedagogical decisions than the higher education teacher and that the secondary school students engage in fewer EPs than the higher education students. The results also show that it is possible to use MNs as an instrument to develop research on teachers' pedagogical decisions. Teachers' pedagogical decisions are an important asset for teacher professional development as they have an impact on students' epistemic work in the physical science classroom.
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