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Volumn 33, Issue 6, 2011, Pages 773-795

Discursive reconstruction of the scientific story in a teaching sequence

Author keywords

Discourse; Physics education; Qualitative research; Teacher actions; Video analysis

Indexed keywords


EID: 79952945455     PISSN: 09500693     EISSN: 14645289     Source Type: Journal    
DOI: 10.1080/09500693.2010.496475     Document Type: Article
Times cited : (12)

References (17)
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    • Learning hypothesis and an associated tool to design and to analyse teaching-learning sequences
    • Buty, C., Tiberghien, A., & Le Marechal, J. F. (2004). Learning hypothesis and an associated tool to design and to analyse teaching-learning sequences. International Journal of Science Education, 26(5), 579-604.
    • (2004) International Journal of Science Education , vol.26 , Issue.5 , pp. 579-604
    • Buty, C.1    Tiberghien, A.2    Le Marechal, J.F.3
  • 5
    • 85070225084 scopus 로고    scopus 로고
    • Discourse in science classrooms
    • In M. C. Wittrock (Ed.), (3rd ed), New York: Macmillan
    • Kelly, G. J. (2007). Discourse in science classrooms. In M. C. Wittrock (Ed.), Handbook of research on science education (3rd ed., pp. 443-469). New York: Macmillan.
    • (2007) Handbook of research on science education , pp. 443-469
    • Kelly, G.J.1
  • 7
    • 23044527891 scopus 로고    scopus 로고
    • The long and the short of it: Comments on multiple timescale studies of human activity
    • Lemke, J. L. (2001). The long and the short of it: Comments on multiple timescale studies of human activity. Journal of the Learning Sciences, 10(1/2), 17-26.
    • (2001) Journal of the Learning Sciences , vol.10 , Issue.1-2 , pp. 17-26
    • Lemke, J.L.1
  • 10
    • 45849100519 scopus 로고    scopus 로고
    • The seeds of time: Why classroom dialogue needs a temporal analysis
    • Mercer, N. (2008). The seeds of time: Why classroom dialogue needs a temporal analysis. Journal of the Learning Sciences, 17(1), 33-59.
    • (2008) Journal of the Learning Sciences , vol.17 , Issue.1 , pp. 33-59
    • Mercer, N.1
  • 11
    • 79957492586 scopus 로고    scopus 로고
    • The intention to teach and school learning: The role of time
    • In A. N. Perret-Clermont (Ed.), USA/Canada/Switzerland: Hogrefe & Huber
    • Mercier, A., Schubauer-Leoni, M. L., Donck, E., & Amigues, R. (2005). The intention to teach and school learning: The role of time. In A. N. Perret-Clermont (Ed.), Thinking time: A multidisciplinary perspective on time (pp. 141-154). USA/Canada/Switzerland: Hogrefe & Huber.
    • (2005) Thinking time: A multidisciplinary perspective on time , pp. 141-154
    • Mercier, A.1    Schubauer-Leoni, M.L.2    Donck, E.3    Amigues, R.4
  • 12
    • 79957490650 scopus 로고    scopus 로고
    • Uma metodologia para caracterizar os gêneros de discurso como tipos de estratégias enunciativas nas aulas de ciências
    • In R. Nardi (Ed.), São Paulo: Escrituras
    • Mortimer, E. F., Massicame, T., Tiberghien, A., & Buty, C. (2007). Uma metodologia para caracterizar os gêneros de discurso como tipos de estratégias enunciativas nas aulas de ciências [A methodology for characterizing the discursive genres as kinds of enunciation strategies in science classrooms]. In R. Nardi (Ed.), A pesquisa em ensino de ciências no Brasil: alguns recortes [Science Education Research in Brazil, some results] (Vol., 1, pp. 53-94). São Paulo: Escrituras.
    • (2007) A pesquisa em ensino de ciências no Brasil: Alguns recortes [Science Education Research in Brazil, some results , vol.1 , pp. 53-94
    • Mortimer, E.F.1    Massicame, T.2    Tiberghien, A.3    Buty, C.4
  • 14
    • 85012525741 scopus 로고    scopus 로고
    • Teacher talk and meaning making in science classrooms: A Vygotskian analysis and review
    • Scott, P. H. (1998). Teacher talk and meaning making in science classrooms: A Vygotskian analysis and review. Studies in Science Education, 32, 45-80.
    • (1998) Studies in Science Education , vol.32 , pp. 45-80
    • Scott, P.H.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.