Reading Scientists in the High School Classroom: Peer and Teacher Mediation

Autor/inn/en	Pagliarini, Cassiano Rezende; de Almeida, Maria Jose P. M.
Titel	Reading Scientists in the High School Classroom: Peer and Teacher Mediation
Quelle	In: Physics Education, 56 (2021) 3, Artikel 035008 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pagliarini, Cassiano Rezende) ORCID (de Almeida, Maria Jose P. M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-9120
Schlagwörter	Science Instruction; Secondary School Science; High School Students; High School Teachers; Peer Teaching; Light; Energy; Magnets; Scientific Concepts; Concept Formation; Radiation; Thermodynamics; Foreign Countries; Scientists; Publications; Discussion (Teaching Technique); Brazil + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Peer group teaching; Peer Group Teaching; Licht; Energie; Stabmagnet; Concept learning; Begriffsbildung; Strahlung; Thermodynamik; Ausland; Scientist; Wissenschaftler; Brasilien
Abstract	The role of peer and teacher mediation in discussions about two original scientific texts in the final year of high school in Brazil is explored in this study. A text by James C. Maxwell, deals with the characterisation of light as an electromagnetic phenomenon, and refers to the continuous manner of the distribution of energy by radiation in space. The other, by Ludwig Boltzmann, is about thermodynamics in its probabilistic conception and some of its consequences for the comprehension of the nature of heat. We analyse some of the students' interpretations using a version of discourse analysis, developed in Brazil following the French tradition of Michel Pêcheux. We highlight interactions that contribute to the reading of the texts and the mediations of both the teacher and peers that promote the establishment of relevant meanings about physics concepts. The appropriation of their statements about the content is observed in this communicative approach. We contribute to the investigation of physics teaching using strategies informed by a humane scientific and cultural educational perspective in high schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01