El ambiente de clase virtual y el discurso multimodal en la producción de argumentos científicos escolares: el caso de la vacunación
El Multimodality allows a comprehensive analysis of the languages and semiotic resources that constitute discursive interaction. In science classes, meanings are constructed through the discursive orchestration that intervenes in the school scientific argumentation process, favored by an appropria...
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| Autores principales: | , , |
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| Formato: | Online |
| Lenguaje: | spa |
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Facultad de Ciencias Aplicadas a la Industria
2023
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| Acceso en línea: | https://revistas.uncu.edu.ar/ojs3/index.php/revicap/article/view/7429 |
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Universidad Nacional de Cuyo |
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Revistas en línea |
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Revista de Ingeniería y Ciencias Aplicadas |
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Revista de Ingeniería y Ciencias Aplicadas |
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R-108 |
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spa |
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Online |
| author |
Pedrol, Hector Calderaro, Adriana Iuliani, Lucía |
| spellingShingle |
Pedrol, Hector Calderaro, Adriana Iuliani, Lucía El ambiente de clase virtual y el discurso multimodal en la producción de argumentos científicos escolares: el caso de la vacunación |
| author_facet |
Pedrol, Hector Calderaro, Adriana Iuliani, Lucía |
| author_sort |
Pedrol, Hector |
| title |
El ambiente de clase virtual y el discurso multimodal en la producción de argumentos científicos escolares: el caso de la vacunación |
| title_short |
El ambiente de clase virtual y el discurso multimodal en la producción de argumentos científicos escolares: el caso de la vacunación |
| title_full |
El ambiente de clase virtual y el discurso multimodal en la producción de argumentos científicos escolares: el caso de la vacunación |
| title_fullStr |
El ambiente de clase virtual y el discurso multimodal en la producción de argumentos científicos escolares: el caso de la vacunación |
| title_full_unstemmed |
El ambiente de clase virtual y el discurso multimodal en la producción de argumentos científicos escolares: el caso de la vacunación |
| title_sort |
virtual classroom environment and multimodal discourse in the production of school scientific arguments: the case of vaccination |
| description |
El Multimodality allows a comprehensive analysis of the languages and semiotic resources that constitute discursive interaction. In science classes, meanings are constructed through the discursive orchestration that intervenes in the school scientific argumentation process, favored by an appropriate class environment. This work analyzes the characteristics of synchronous virtual class environments framed in educational isolation during the pandemic. The influence of multimodal discourse on argumentative processes is identified in the development of a didactic sequence related to a socio-scientific problem: vaccination. The objective is to recognize the elements of multimodal discourse and learning by promoting school scientific argumentation in virtual classroom environments. The methodology is descriptive-interpretive. The data was obtained from the recording
El Multimodality allows a comprehensive analysis of the languages and semiotic resources that constitute discursive interaction. In science classes, meanings are constructed through the discursive orchestration that intervenes in the school scientific argumentation process, favored by an appropriate class environment. This work analyzes the characteristics of synchronous virtual class environments framed in educational isolation during the pandemic. The influence of multimodal discourse on argumentative processes is identified in the development of a didactic sequence related to a socio-scientific problem: vaccination. The objective is to recognize the elements of multimodal discourse and learning by promoting school scientific argumentation in virtual classroom environments. The methodology is descriptive-interpretive. The data was obtained from the recording of non-face-to-face synchronous classes, interviews with the teacher and student productions. They were examined by using the content analysis technique (Bardín, 2002). As a result, we identified the influence of digital communication media in the segments of significance: vaccination, immune system and argumentative structure that contain a central concept of the didactic sequence and where a semiotic plot is recognized (Pedrol et al, 2020).
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| publisher |
Facultad de Ciencias Aplicadas a la Industria |
| publishDate |
2023 |
| url |
https://revistas.uncu.edu.ar/ojs3/index.php/revicap/article/view/7429 |
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I11-R108article-74292023-12-20T15:55:59Z The virtual classroom environment and multimodal discourse in the production of school scientific arguments: the case of vaccination El ambiente de clase virtual y el discurso multimodal en la producción de argumentos científicos escolares: el caso de la vacunación Pedrol, Hector Calderaro, Adriana Iuliani, Lucía El Multimodality allows a comprehensive analysis of the languages and semiotic resources that constitute discursive interaction. In science classes, meanings are constructed through the discursive orchestration that intervenes in the school scientific argumentation process, favored by an appropriate class environment. This work analyzes the characteristics of synchronous virtual class environments framed in educational isolation during the pandemic. The influence of multimodal discourse on argumentative processes is identified in the development of a didactic sequence related to a socio-scientific problem: vaccination. The objective is to recognize the elements of multimodal discourse and learning by promoting school scientific argumentation in virtual classroom environments. The methodology is descriptive-interpretive. The data was obtained from the recording El Multimodality allows a comprehensive analysis of the languages and semiotic resources that constitute discursive interaction. In science classes, meanings are constructed through the discursive orchestration that intervenes in the school scientific argumentation process, favored by an appropriate class environment. This work analyzes the characteristics of synchronous virtual class environments framed in educational isolation during the pandemic. The influence of multimodal discourse on argumentative processes is identified in the development of a didactic sequence related to a socio-scientific problem: vaccination. The objective is to recognize the elements of multimodal discourse and learning by promoting school scientific argumentation in virtual classroom environments. The methodology is descriptive-interpretive. The data was obtained from the recording of non-face-to-face synchronous classes, interviews with the teacher and student productions. They were examined by using the content analysis technique (Bardín, 2002). As a result, we identified the influence of digital communication media in the segments of significance: vaccination, immune system and argumentative structure that contain a central concept of the didactic sequence and where a semiotic plot is recognized (Pedrol et al, 2020). La multimodalidad permite hacer un análisis integral de los lenguajes y recursos semióticos que constituyen la interacción discursiva. En las clases de ciencias se construyen significados a través de la orquestación discursiva que interviene en el proceso de argumentación científica escolar, favorecido por un ambiente de clase adecuado. En este trabajo se analizan las características de los ambientes de clases virtuales sincrónicas enmarcadas en el aislamiento educativo durante la pandemia. Se identifica la influencia del discurso multimodal en los procesos argumentativos en el desarrollo de una secuencia didáctica relacionada con una problemática socio científica: la vacunación. El objetivo es reconocer los elementos del discurso multimodal y los aprendizajes que promueven la argumentación científica escolar en ambientes de clases virtuales. La metodología es descriptiva-interpretativa. Los datos se obtuvieron a partir de la grabación de las clases sincrónicas no presenciales, entrevistas a la docente y producciones de los alumnos. Los mismos fueron tratados mediante la técnica de análisis de contenido (Bardín, 2002). Como resultado identificamos la influencia de medios comunicacionales digitales en los segmentos de significatividad: vacunación, sistema inmunológico y estructura argumentativa que contienen un concepto central de la secuencia didáctica y donde se reconoce una trama semiótica (Pedrol et al, 2020). Facultad de Ciencias Aplicadas a la Industria 2023-12-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uncu.edu.ar/ojs3/index.php/revicap/article/view/7429 Revista de Ingeniería y Ciencias Aplicadas; Vol. 2 No. 2 (2023): Revista de Ingeniería y Ciencias Aplicadas (RevICAp) Revista de Ingeniería y Ciencias Aplicadas; Vol. 2 Núm. 2 (2023): Revista de Ingeniería y Ciencias Aplicadas (RevICAp) 2796-9444 spa https://revistas.uncu.edu.ar/ojs3/index.php/revicap/article/view/7429/6150 Derechos de autor 2023 Hector Pedrol, Adriana Calderaro, Lucía Iuliani http://creativecommons.org/licenses/by-nc-nd/4.0 |
