The culture of education

Note on Translation Introduction by Michael Holquist Response to a Question from the Novy Mir Editorial Staff The Bildungsroman and Its Significance in the History of Realism (Toward a Historical Typology of the Novel) The Problem of Speech Genres The Problem of the Text in Linguistics, Philology, and the Human Sciences: An Experiment in Philosophical Analysis From Notes Made in 1970-71 Toward a Methodology for the Human Sciences Index

Speech Genres and Other Late Essays

Representing Reality: Discourse, Rhetoric and Social Construction

Pensamiento y lenguaje

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The language of the classroom.

Esta propuesta realiza un aporte en la conceptualizacion de la Teoria de las Situaciones Didacticas en torno a la dupla devolucion – regulacion, en el contexto de la interaccion comunicativa en las clases de ciencias. Se estudiaron las practicas docentes de una profesora de quimica a nivel universitario. La pregunta central que guia la investigacion es ?Como el profesor y los estudiantes llegan a co-construir significados a partir de la interaccion en donde han participado? El marco conceptual que sustenta esta propuesta es la Teoria de las Situaciones Didacticas (TSD) (Brousseau, 1990, 1991, 2007) y la Teoria de la Accion Didactica Conjunta (TADC) desarrollada por Sensevy (2007), tambien nos apoyamos en algunos elementos del analisis del discurso. Los resultados principales apuntan a una evolucion de los diferentes tipos de medios relacionados con el tema y con el proyecto didactico a lo largo de las sesiones de clase analizadas. Tambien se evidencia que en algunos contenidos, los estudiantes presentan dificultades para adaptarse al medio, debido en gran medida a sus concepciones previas, anteponiendose como obstaculo para el nuevo aprendizaje.

http://bibliotecadigital.udea.edu.co/bitstream/10495/6499/1/SotoAdriana_2016_CoconstruccionConocimientoAula.pdf

La co-construcción de conocimiento en un aula de química en educación superior: el papel de la dupla devolución-regulación

Introduction. This article shows the results of a didactic strategy applied in an environmental management class at Instituto Tecnológico Metropolitano (ITM). Objective. Achieve critical and passionate attitudes in the students towards local environmental problems. Methodology. Group works about environmental issues, exposed in the classroom and oriented by the teacher, based on questions that create controversy. Results. The most approached issues and the most controversial were solid waste in neighborhoods and hydric contamination in local creeks, both with a 23% occurrence. Conclusions. The students demonstrated an improvement concerning their capacity of response, coherence in their argumentation and critical analysis of the environmental issues discussed. Besides, the activity generated a working environment that was very motivating and brought better attention and participation, thus bringing a higher commitment that went beyond the subject itself.

Didactic strategy based on questions to favor critical thinking in the environmental management class, at Instituto Tecnológico Metropolitano Estratégia didática baseada em perguntas para favorecer o pensamento crítico na classe de gestão ambiental no Instituto Tecnológico Metropolitano

Adriana María

Papers

La co-construcción de conocimiento en un aula de química en educación superior: el papel de la dupla devolución-regulación

Didactic strategy based on questions to favor critical thinking in the environmental management class, at Instituto Tecnológico Metropolitano Estratégia didática baseada em perguntas para favorecer o pensamento crítico na classe de gestão ambiental no Instituto Tecnológico Metropolitano