TEACHING ORGANIC CHEMISTRY WITH WORDS AT UNIVERSITY

FARRÉ, A.; LORENZO, M. G.

Science Education Research For Evidence-based Teaching and Coherence in Learning

European Science Education Research Association

Lugar: Nicosia; Año: 2014; p. 1 - 11

Discourse analysis of university chemistry teachers is recently included in science education research. Therefore, teachers? discursive practices in a first course were analysed in this work. The focus was on speech acts and their patterns related with teachers? conception about teaching and strategies used in class. Selected episodes about certain organic chemistry topics (structure of aromatic compounds, aromatic electrophilic substitution reaction) of five university teachers were analysed. The results showed that differences in the type of speech acts were found among expert and novice teachers, probably related with differences in their pedagogical content knowledge in use. Topic of subject matter also made a difference to choose a particular speech act by the teachers. Discourse analyses have showed to be a potent instrument to study teaching practices at university. This kind of research is very important in order to increase our knowledge about teaching practices at university and especially in science education