Didactics and interaction: Primary Classroom Oral corpus analysis
DOI:
https://doi.org/10.61841/s8zn6t50Keywords:
Determinologization, Didactics, Interaction, Primary ClassroomAbstract
In this research paper, we examine the characteristics of the mechanism by which science reaches a discursive culture external to the science sector. In order to help students understand a set of concepts and technological and empirical processes (scientific), we examine the oral discourse developed in the classroom through interaction. The teacher must aim to create small scientists curious about what surrounds them. The school plays a key role in consolidating this cognitive framework of science in the psychological constructions of students, but so do the media and families. We research the interactive mechanisms for the assimilation of said information, based on a compilation of transcripts in the classroom of the oral discourse.
Downloads
References
1. Al-Khresheh, M. H. (2015). A review study of interlanguage theory. International Journal of Applied
Linguistics and English Literature, 4(3), 123–131
2. Hammond, M. M., Neff, N. L., Farr, J. L., Schwall, A. R., & Zhao, X. (2011). Predictors of Individual-Level Innovation at Work: A Meta-Analysis. Psychology of Aesthetics, Creativity, and the Arts, 5, 90-
105
3. Hashim, H. , Saharani, M. , Zulkifli, N. , Mokhtar, M. and Yunus, M. (2019)Conception of Innovative
Teaching Methodologies among Lecturers at Selected Polytechnics in Malaysia. Creative Education, 10,
874-881. Pp. 1-5, doi: 10.4236/ce.2019.105065.
4. Hayes, J. C., & Kraemer, D. (2017). Grounded understanding of abstract concepts: The case of STEM
learning. Cognitive research: principles and implications, 2(1), 7. https://doi.org/10.1186/s41235-016-
0046-z
5. Karmiloff-Smith, A. (1992): Beyond modularity: a developmental perspective on cognitive science,
Cambridge, Bradford Books.
6. Mary Helen Immordino-Yang, Linda Darling-Hammond, Christina R. Krone. (2019) Nurturing Nature:
How Brain Development Is Inherently Social and Emotional, and What This Means for
Education. Educational Psychologist 54:3, pages 185-204
7. Meiers, Marion. (2007). Teacher Professional Learning, Teaching Practice and Student Learning
Outcomes: Important Issues. 10.1007/1-4020-4773-8_27.
8. Mercer, Neil. (2004). Sociocultural Discourse Analysis: Analysing Classroom Talk as a Social Mode of
Thinking. Journal of Applied Linguistics. 1. 137-168. 10.1558/japl.2004.1.2.137.
9. Rees, S., Kind, V., & Newton, D. The Development of Chemical Language Usage by ―Non-traditional‖
Students: the Interlanguage Analogy. Res Sci Educ (2018).
10. Salloum, S., BouJaoude, S. The Use of Triadic Dialogue in the Science Classroom: a Teacher
Negotiating Conceptual Learning with Teaching to the Test. Res Sci Educ 49, 829–857 (2019).
https://doi.org/10.1007/s11165-017-9640-4
11. Shinn, Yun Ho, "Teaching strategies, their use and effectiveness as perceived by teachers of agriculture: A national study" (1997). Retrospective Theses and Dissertations. 12244
Downloads
Published
Issue
Section
License
Copyright (c) 2020 AUTHOR
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
