Neste artigo, pretendemos verificar o quanto a perspectiva bakhtiniana de lingua pode favorecer o ensino dos generos discursivos em sala de aula pelo vies dialogico. Para tanto, elaboramos uma ...proposta de atividade que une generos discursivos que dialogam entre si por meio da mesma tematica e que circulam amplamente em situacoes reais de comunicacao. Exploraremos, em um primeiro momento, o genero discursivo Cupom Fiscal, por estar tao presente na vida dos cidadaos e pouco abordado nos materiais didaticos. Em um segundo momento, trabalharemos outros generos discursivos que pertencem a varios tipos textuais (narrativo, expositivo e argumentativo) e que circulam nas esferas da atividade humana. A ideia e fazer com que os alunos desenvolvam conhecimentos praticos para atuarem como cidadaos participativos e conscientes por meio da translinguistica (Bahktin, 1992) e que a escola seja espaco de construcao da formacao critica do aluno atraves da linguagem. Almejamos instigar a capacidade de refletir, identificar vozes discursivas, promover o desenvolvimento da cidadania e da consciencia critica, alem da explorar a composicao dos generos discursivos. Nosso estudo sera pautado nos pressupostos teoricos de Bahktin (1992;1995) e Fiorin (2010). Palavras-chave: Bakhtin; generos discursivos; educacao fiscal. In this article, we intend to verify how much the Bakhtinian perspective of language can favor the teaching of discursive genres in the classroom through a dialogical approach. To this end, we developed an activity proposal that unites discursive genres that dialogue with each other through the same theme and that circulate widely in real communication situations. We will first explore the discursive genre Tax Coupon, as it is so present in the lives of citizens and little discussed in teaching materials. In a second moment, we will work on other discursive genres that belong to various textual types (narrative, expository and argumentative) and that circulate in the spheres of human activity. The idea is for students to develop practical knowledge to act as participatory and conscious citizens through translinguistics (Bahktin, 1992) and for the school to be a space for constructing the student's critical formation through language. We aim to instigate the ability to reflect, identify discursive voices, promote the development of citizenship and critical consciousness, in addition to exploring the composition of discursive genres. Our study will be based on the theoretical assumptions of Bahktin (1992;1995) and Fiorin (2010). Keywords: Bakhtin; discursive genres; tax education. En este articulo queremos comprobar hasta que punto la perspectiva bajtiniana del lenguaje puede favorecer la ensenanza de los generos discursivos en el aula a traves de un enfoque dialogico. Para ello, hemos desarrollado una propuesta de actividad que reune generos discursivos que dialogan entre si a traves de un mismo tema y que circulan ampliamente en situaciones reales de comunicacion. En primer lugar, exploraremos el genero discursivo Cupon Fiscal, por estar tan presente en la vida de los ciudadanos y ser poco tratado en los materiales didacticos. En segundo lugar, trabajaremos otros generos discursivos que pertenecen a diversos tipos textuales (narrativo, expositivo y argumentativo) y que circulan en los ambitos de la actividad humana. La idea es que los alumnos desarrollen conocimientos practicos para actuar como ciudadanos participativos y conscientes a traves de la translinguistica (Bahktin, 1992) y que la escuela sea un espacio para construir la formacion critica de los alumnos a traves del lenguaje. Pretendemos inculcar la capacidad de reflexionar, identificar voces discursivas, promover el desarrollo de la ciudadania y la conciencia critica, y explorar la composicion de generos discursivos. Nuestro estudio se basara en los supuestos teoricos de Bahktin (1992;1995) y Fiorin (2010). Palabras clave: Bajtin; generos discursivos; educacion fiscal.
This book builds on recent interest in the role of representations in learning to argue for a pedagogical practice based on students actively generating and exploring representations. The book ...describes a sustained inquiry in which the authors worked with primary and secondary teachers of science, on key topics identified as problematic in the research literature.
How can research into culturally responsive and sustaining education (CRSE) inform and transform science teaching and learning? What approaches might teachers use to study CRSE in their classrooms? ...What are teachers learning from their research that might be transferable to other classrooms and schools?
In this practical resource, teacher researchers from the Culturally Responsive and Sustaining Education Professional Learning Group based in New York City provide insights for educators on how to address complex educational and sociocultural issues in the science classroom. Highlighting wide-ranging and complex problems such as the COVID-19 pandemic and racial injustice and how they affect individual science instruction settings, with a particular focus on urban and high-need school environments, chapters examine and describe what CRSE is and means for science teaching.
Through individual and collaborative research studies, chapters help readers understand various approaches to developing and implementing CRSE strategies in their classrooms and promote students' identification with and affinity for science. Teachers describe the questions driving their investigations, data, and findings, and reflect on their roles as agents of change. Chapters also feature discussion and reflection questions, and include examples of assignments, protocols, and student work that teachers have piloted in their classes.
This book is ideal for pre-service and in-service science teachers and teacher educators across grade levels. It provides support for professional learning activities, as well as undergraduate and graduate teacher education courses. It may be particularly useful in science methods; multicultural education; and diversity, equity, and inclusion courses with a focus on CRSE. This book not only describes one group's approach to CRSE in science education, but also takes the next step to show how CRSE can be applied directly to the science classroom.
O artigo retoma e atualiza questões que orientaram uma pesquisa que analisou os repertórios de ação adotadas por professores frente aos processos de construção democrática que tiveram seu auge na ...década de 1970, no Brasil e em Portugal. Inicialmente, situa os movimentos docentes no espaço tempo da transição democrática; em seguida, apresenta as questões que orientaram a pesquisa. O terceiro tópico analisa fontes impressas como os jornais de grande circulação do Rio de Janeiro e a Revista “O Professor”. Finaliza com uma breve reflexão sobre as negociações identitárias dos professores em meio às iniciativas de construção democrática então compartilhadas.
Measuring Second Language Vocabulary Acquisition provides an examination of the background to testing vocabulary knowledge in a second language and in particular considers the effect that word ...frequency and lexical coverage have on learning and communication in a foreign language. It examines the tools we have for assessing the various facets of vocabulary knowledge such as aural and written word recognition, the link with word meaning, and vocabulary depth. These are illustrated and the scores they produce are demonstrated to provide normative data. Vocabulary acquisition from course books and in the classroom in examined, as is vocabulary uptake from informal tasks. This book ties scores on tests of vocabulary breadth to performance on standard foreign language examinations and on hierarchies of communicative performance such as the CEFR.
Virtual and hybrid teaching: what has been a stopgap solution for many in recent years is becoming increasingly important for foreign language teaching today. This book presents current developments ...in digitised language teaching and provides an outlook on its future. The authors offer a comprehensive overview of teaching concepts for virtual and hybrid teaching. They also present concrete suggestions and numerous tried-and-tested examples for practical application. The focus is on the role of the teacher in the learning process. A commentary on the use of chatbots, such as ChatGPT, in teaching picks up the debate on the topic of artificial intelligence and sheds light on its relevance for language teaching.
Reaching Students Kober, Nancy
National Academies Press,
12/2014
eBook, Book
Open access
The undergraduate years are a turning point in producing scientifically literate citizens and future scientists and engineers. Evidence from research about how students learn science and engineering ...shows that teaching strategies that motivate and engage students will improve their learning. So how do students best learn science and engineering? Are there ways of thinking that hinder or help their learning process? Which teaching strategies are most effective in developing their knowledge and skills? And how can practitioners apply these strategies to their own courses or suggest new approaches within their departments or institutions? Reaching Students strives to answer these questions.
Reaching Students presents the best thinking to date on teaching and learning undergraduate science and engineering. Focusing on the disciplines of astronomy, biology, chemistry, engineering, geosciences, and physics, this book is an introduction to strategies to try in your classroom or institution. Concrete examples and case studies illustrate how experienced instructors and leaders have applied evidence-based approaches to address student needs, encouraged the use of effective techniques within a department or an institution, and addressed the challenges that arose along the way.
The research-based strategies in Reaching Students can be adopted or adapted by instructors and leaders in all types of public or private higher education institutions. They are designed to work in introductory and upper-level courses, small and large classes, lectures and labs, and courses for majors and non-majors. And these approaches are feasible for practitioners of all experience levels who are open to incorporating ideas from research and reflecting on their teaching practices. This book is an essential resource for enriching instruction and better educating students.
