Anomalies and conflicts in classroom discourse

Mortimer, Eduardo Fleury; Machado, Andréa Horta

doi:10.1002/1098-237x(200007)84:4<429::aid-sce1>3.3.co;2-r

Cited by 9 publications

(14 citation statements)

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“…The literature emphasizes that the teaching of science is based on the construction of knowledge through the formation of discussion groups [11][12][13][14][15] and on the use of tools such as games, movies and videos, Internet sites, and software packages [16 -20]. Theoretical explanations associated with the use of educational resources facilitate the understanding of biological concepts, and the participants are constantly challenged to solve the proposed questions.…”

Section: Evaluation Of the Model And Methodology Employedmentioning

confidence: 99%

A new three‐dimensional educational model kit for building DNA and RNA molecules: Development and evaluation*

Beltramini

Araújo

Oliveira

et al. 2006

Biochem Molecular Bio Educ

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International specialized literature focused on research in biology education is sadly scarce, especially regarding biochemical and molecular aspects. In this light, researchers from this Centre for Structural Molecular Biotechnology developed and evaluated a three-dimensional educational model named "Building Life Molecules DNA and RNA." The development of the model and its evaluation as a potential tool in the teaching-learning process were based on a pilot study involving 226 learners and teachers. Questionnaires were elaborated, containing simple and objective questions, similar to those used in research on science teaching, to orient the evaluation process. Our results show that the model has high educational potential, aiding participants in their conceptual understanding of these molecular structures and their functions, DNA semiconservative replication, and RNA transcription. In addition, it was observed that this model leads students to critical associations of these concepts with actual scientific themes of molecular biology and biotechnology, such as cloning, transgenic organisms, and the genome.

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Section: Evaluation Of the Model And Methodology Employedmentioning

confidence: 99%

A new three‐dimensional educational model kit for building DNA and RNA molecules: Development and evaluation*

Beltramini

Araújo

Oliveira

et al. 2006

Biochem Molecular Bio Educ

View full text Add to dashboard Cite

show abstract

“…Assim, as interações discursivas (simbólicas) mediadas pelo professor são consideradas como fundamento do processo de construção de significados para a formação de uma cultura científica (MORTIMER, 2000).…”

Section: Conclusão -Lacuna -Necessidade E Liberdadeunclassified

“…Sabemos que não são idênticas (MORTIMER, 2000), que há lacunas entre elas, e isso nos leva a outra série de perguntas: Quais lacunas de entendimento podem ser identificadas no processo dialógico entre professores e estudantes no ensino de Física? Que situações produzem essas lacunas?…”

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Lacuna e enunciação no ensino de Física: quando a Física é mágica

Ortega¹

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“…In some contexts it has a dominant, evaluative function, but it can also be: "an opportunity to extend the student's answer, to draw out its significance, or make connections with the student's experience" (Wells, 1999, p. 200). In line with this idea, Mortimer and Machado (2000) have aligned the IRF pattern with pedagogical aims by classifying the classroom discourse structure on the basis of the form of the third move action in the dialogue. The IRF pattern can be considered 'authoritative' as long as the feedback from the teacher is an evaluation-this can also be expressed by 'IRE', where 'E' stands for evaluation.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…According to Mortimer and Machado (2000), this varying of the discussion type between authoritative and dialogic discussion forms the 'rhythm' of classroom discussion. Such a rhythm is dependent upon the teaching purposes and aims, with different types of discussion being used accordingly.…”

Section: Theoretical Backgroundmentioning

confidence: 99%