An approach to the video analysis of scientific knowledge of classroom discourse
DOI:
https://doi.org/10.1590/1980531410685Keywords:
Knowledge, Discourse Analysis, Video Recording, ClassesAbstract
This study aims to describe a theoretical-methodological framework for the analysis of classroom videos from two different perspectives. The first is related to the need for a systematic and transferable analysis to understand what happens within the classroom. The second concerns decoding the discourse produced by students when working on certain scientific content. For this purpose, three scales of analysis are proposed: the macro scale, which defines what and how to work (didactic medium), the meso scale, which structures the objectives and rules (didactic games) and the micro scale, which examines the knowledge involved in the students’ verbal statements (facets).
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