TEACHERS´ DISCURSIVE PRACTICES IN A FIRST ORGANIC CHEMISTRY COURSE

LORENZO, M. G.; FARRÉ, A.; ROSSI, A

Contemporary science education research: scientific literacy and sociall aspects of science (Book 5)

ESERA

Lugar: Estambul; Año: 2010; p. 13 - 22

Discourse analysis of university chemistry teachers have not yet been described in the literature. Therefore, in order to know and to understand what happens when teachers and students try to build common knowledge in class, teachers’ discursive practices in a first course, were analysed in this work. The focus is on dialogues’ patterns used to introduce new information, and chemical language including representational systems. Our condensed theoretical model for studying communication in class is simultaneously presented. Guided and inductive modes were used to approach to discourse analysis. Ten organic chemistry teachers participated in this study. A pattern representing the structure of discourse in organic chemistry classes was developed. The results showed that this methodology is useful for both researchers and reflective practitioners. The outcomes showed that traditional teaching practices do persist. Lectures expository discourse is still the main way to explain organic chemistry in university. Hence, new ways for university teachers training are mandatory to improve old practices.