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Communication Dans Un Congrès Année : 2012

The Effect of an ICT on the Coherence of the Teacher Discourse: Case Study of an Electricity Sequence at Grade 12

Résumé

This paper presents an analysis of the teacher's discursive coherence in a "natural" physics sequence at grade 12 in France. In this sequence about electricity, the students and the teacher use an ICT-tool, belonging to the category of "data-logging systems and Microcomputer-Based Laboratory", following the typology by Pinto and colleagues (2010). The theoretical framework is based on four elements: 1- an element borrowed from work about the discourse analysis in science classroom, particularly the notion of episode (Mortimer et al, 2007); 2- the categories of articulations proposed by Badreddine & Buty (2011); 3- the semiotic registers (Duval, 1995) and 4- the modelling processes (Tiberghien, 1994). The collected data consist in the video recording of all the sessions of the sequences, as well the practical sessions as the lectures and debriefing in whole class. The methodology consists in two parts: first, dividing the video tapes into microscopic episodes using Transana, software for video- and audio-annotation; second, inventorying in a table the links between episodes realised through each category of articulation. In general we use the method of zooming out (Lemke, 2001) for studying the coherence in the discourse at different moments in the sequence. In this contribution, we will present two cases: the first one when the teacher establishes relationships between an earlier stage of the sequence, and the second one when the teacher makes connections with an episode later in the sequence. We shall particularly highlight how the ICT device intervenes in these connections.

Domaines

Education
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Dates et versions

halshs-00815764 , version 1 (19-04-2013)

Identifiants

  • HAL Id : halshs-00815764 , version 1

Citer

Suzane El Hage, Christian Buty. The Effect of an ICT on the Coherence of the Teacher Discourse: Case Study of an Electricity Sequence at Grade 12. Computer Based Learning In Science, Jun 2012, Barcelone, Spain. pp.41-48. ⟨halshs-00815764⟩
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