Analysis of a university teacher’s speech in an admission Chemistry course
Keywords:
discourse analysis, teacher's speech, university admision, university chemistryAbstract
An analysis of the explanations in class of a university Chemistry teacher is presented here. The class is considered as a complex environment where the teacher uses the words as his/her resource in order to achieve the co-construction of meanings. This research was performed in an admission course of Universidad Nacional del Litoral programmed for freshmen students in Chemistry careers. A descriptive and interpretative study with a qualitative approach was performed. The oral explanations were transcribed into an electronic format and enriched with written materials and data obtained from the non-participant observation. Strategies of discourse analysis with ATLAS.TI 8 software were applied, attending Chemistry criteria. Grounded Theory was used in order to outline the categories. The results showed the predominance
of a teacher-centred conception about teaching, using monological descriptive expositions with medium semantic density. This study exhibited the discourse analysis value as a powerful tool to pose a reflection about strengths and weaknesses of educative designs that are in the hinge between school and high education.
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Copyright (c) 2020 María Belén Manfredi, Héctor Santiago Odetti, María Gabriela Lorenzo
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