Universitat Autònoma de Barcelona
This article is the first part of a research on interpreting students' and teachers' discourse in science classes. Its aim is to contribute to the understanding of the construction of knowledge that emerges through verbal messages between teacher and student in interaction. A four-level analisis is developed. Firstly the observable class features are described; secondly different categories of teacher and student interventions are presented. At the third level, inferences on didactical aspects are drawn from the previous levels. At the fourth level the sequence of the subject-matter organization in studied for each curriculum item. Finally the communication problem from a didactical point of view is discussed.
Castellà
Enseñanza de las ciencias ; V. 18 N. 2 (2000), p. 201-216
open access
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