30 years of research on science at the classroom
DOI:
https://doi.org/10.12795/IE.2020.i100.03Keywords:
Ethnography, Science at the classroom, Students, Discursive interaction, Argumentation, Peer interactionAbstract
This article is a historical review of part of my ethnographic research, emphasizing some contributions and theoretical topics that turn out to be very productive in order to understand the social construction of science knowledge at the classrooms, specially at basic education in Mexico. Those topics include argumentation, reasoning and explaining that are developed among the discursive interaction of teachers and students. Consensus construction and the power students develop through the discursive interaction at the classroom complement this work. Within more recent studies the articulation of the ethnographic perspective with the analytical tools provide by a conversational analysis approach allowed me to show the students’ as active participants developing an identity as knowledgeable and communicatively competent collaborators to social knowledge construction at the educational practices. Contributions of recent research topics as peer interaction in undergraduate students of physics are also described. A final reflection about actual international educational orientations and their negative impact on school education is state.Downloads
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Accepted 2020-04-28
Published 2020-04-30
- Abstract 717
- PDF (Español (España)) 319
