EXPLAINING CHEMISTRY AT THE UNIVERSITY: ANALYSIS OF A FIRST-YEAR TEACHER'S DISCOURSE
DOI:
https://doi.org/10.22481/rbba.v12i02.13871Keywords:
Chemistry Education, Teacher Discourse, Scientific LanguageAbstract
University professors use words as tools to build connections between their students' everyday knowledge and scientific discourse. In chemistry, discourse is characterized by its high level of abstraction and technical language. This study focuses on a first-year chemistry course at a public university in Argentina to characterize the semantic dimension of the teacher's discourse, using the concepts of density and semantic gravity as analytical tools with the aim of identifying teaching strategies for presenting chemical knowledge. Explanations were analyzed using discourse analysis tools and those specific to chemistry. The results showed that the discourse primarily focuses on the submicroscopic level of chemistry, with minimal fluctuations at the macroscopic and symbolic levels. Regarding semantic gravity, a prevalence of jumps between the extremes of this dimension was observed. These jumps between discontinuous levels of semantic gravity obstruct the fluency in the teacher's discourse, affecting their explanations.
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