Tension betwen preconceptions and the canonical physics content: Teacher interventions in a dialogic classrrom

VELASCO NICOLÁS; BUTELER LAURA; GANDOLFO NICOLÁS

Hanoi

Congreso; 3 World Conference on Physics Education; 2021

Dialogic interaction in science classes provides students with opportunities to learn from their previous ideas towards the canon of science. This paper contributes to answering the question: How are the teacher?s interventions in a dialogic class in order for the above process to take place? A comparative analysis of the interventions of a teacher in two introductory classes on electric circuitsis presented. It is observed that the teacher?s interventions play a key role in the progress of thestudents? models, but these interventions acquire different characteristics according to the contextanalyzed.