Planning Lessons: A Socio-Historical-Cultural Approach in Physics TeachingReport as inadecuate




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Science Education International, v21 n4 p241-251 Dec 2010

This paper investigates physics teacher class planning and its consequences during implementation in class mainly focusing the contradictions emerged among teacher's and students' expectations of the class. This situation is analysed from a socio-cultural-historical point of view mainly supported by Activity Theory. We highlight the components of the activity and the context in which they are reorganized exploring the complexity of the dialogical classroom situation. Through the use of video recordings of an experimental task we showed students measuring and isolating relevant variables to characterize a simple pendulum. We point out important aspects of the different moments of a teacher's planning, organization and the importance of dialogic interaction in the classroom to overcome lack of communication.

Descriptors: Physics, Lesson Plans, Planning, Science Instruction, Expectation, Learning Activities, Video Technology, Science Experiments, Science Process Skills, Motion, Foreign Countries, High School Students, Secondary School Science, Teacher Expectations of Students

International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net





Author: Rodrigues, Andre Machado; Tavares, Luciani Bueno; Ortega, Jose Luis; De Mattos, Cristiano Rodrigues

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2343&id=EJ907044







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