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 |
| Publicado: |
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 |
| Sumario: | 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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