Search

In this paper, we study how the intentionality to propose an experimental situation in a science lesson was mobilized. This situation initiated a didactic sequence about light that was implemented in different elementary classrooms (belonging to a socioeducational program from the City of Buenos Aires) and was conceived in a working group where teachers and researchers collaborate. We aim to explore the potentiality of this collaborative modality to promote the construction of ideas on teaching and learning science. We present a case study and we focus on the interactions between the different positions of the collaborative group members as they were involved in the co-design, implementation, and analysis of the sequence. We identified that, initially, the group discussions were centered on the material aspects of the lesson design; but, after the first implementations, the shared reflection about the classroom scenes made it possible to problematize the teachers' interventions, the interpretation of the students' ideas and the assessment of alternatives on how to promote student engagement. This motivated modifications in further implementations and redefinitions of the purpose to present the experiment in class. Finally, we were able to understand some reasons that obstruct teachers' engagement with academic research proposals. [ABSTRACT FROM AUTHOR]

This paper introduces part of the results of an investigation that aimed to analyze, from a socio-pedagogical perspective, the conflict and coexistence strategies between students and teachers of secondary schools in Buenos Aires City. From a qualitative methodology, through classroom observations and interviews with students and teachers from two secondary schools, we analyzed the meanings and practices they construct around different uses of cell phones in the classroom. We found meanings and practices linked to students' boredom or lack of interest, negotiations between teachers and students, and manners of regulating their use by the latter. Although cell phones generate conflictive situations and constitute a challenge to manage coexistence in school classes, we conclude that their presence in classrooms is not necessarily the cause but rather the expression of tensions inherent to the relational dynamics of contemporary secondary schools. [ABSTRACT FROM AUTHOR]