THE HETEROGENEITY OF DISCURSIVE INTERACTIONS AMONG FIRST-YEAR HIGH SCHOOL CHEMISTRY CLASSES ON THE TOPIC OF ACID RAIN
DOI:
https://doi.org/10.66104/xzfe9m48Keywords:
Chemistry Teaching; Discursive Interactions; Classroom Discourse.Abstract
This article aims to identify the discursive interactions that occurred in two first-year Chemistry classes on the topic of oxides, classifying the different communicative approaches and interaction patterns based on the analytical tool of Mortimer and Scott (2002). The results were obtained from the analysis of excerpts from the transcripts of two classes taught in two regular classes in the Paraná state school system. Analyzing the development adopted by each class under the same teacher's approach to the topic of Acid Rain, a variation was observed in the development of the interactions and the topic addressed, according to the individuality of the students in each class. In one class, the content was developed addressing the topics of decomposition and fossil fuels, in which the communicative approaches were mostly authoritative, while in the other class the focus was on acidic properties, observing a dialogical approach. The presence of different discursive schemes in different classes highlights a need for teacher adaptation, as well as a more dialogical approach that takes into account the heterogeneity of each class, allowing students to appropriate scientific content in a more meaningful way based on individual experiences.
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