Different Orientations to Teaching Science and its Relation to the Discursive Interactions

Brunno Carvalho Gastaldo, Pablo Micael Araújo Castro, Paula Homen de Mello, Sérgio Henrique Leal

Resumo


One of the most important models for the Pedagogical Content Knowledge (PCK), proposed by Magnusson and collaborators, has the “Orientation to Teaching Science” (OTS) on the top of the model. Such model has recently received several critiques due to its lack of empirical corroboration. To solve those issues, Wongsopawiro developed a new approach to them. This paper aims to explore the correlation between these two ways to classify the OTS, and its relation to the Discursive Interaction. Through a mixed model approach, a case study was developed with a chemistry pre-service teacher who had his class recorded and coded. The correlation between the codes was verified and showed that Wongsopawiro’s and Magnusson’s orientations possess strong interconnections. Finally, it was possible to establish a relation between Discursive interaction and Goals & Intended Strategies, being the Interactive/Authoritative Approach present above all others.


Palavras-chave


Discursive Interactions; Orientations to Teaching Science; Mixed Model

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DOI: https://doi.org/10.17648/acta.scientiae.v20iss3id3854

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Direitos autorais 2018 Brunno Carvalho Gastaldo, Pablo Micael Araújo Castro, Paula Homen de Mello, Sérgio Henrique Leal

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