Abstract
This paper discusses some methodological issues that emerge in constructing data from classroom transcripts. Based on a 45 minutes lesson of a high school chemistry teacher, we distinguish between data that can be constructed from this lesson alone and data that only become visible if you look at the sequence of lessons in which this one is included. We explicitly discuss the methodological procedures to break up the 45 minutes transcript and obtain episodes to be analyzed. The focus of the analysis is on meaning and meaning making and we will emphasize the shifts in referential perspective, from empirical to theoretical, and will relate this to the shift in the characteristic of the“text” being produced, from dialogical to univocal.
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Mortimer, E.F., Santos, F.M.T. (2003). Changing Referential Perspective in Science Classroom Discourse. In: Psillos, D., Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G., Kallery, M. (eds) Science Education Research in the Knowledge-Based Society. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-0165-5_8
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DOI: https://doi.org/10.1007/978-94-017-0165-5_8
Publisher Name: Springer, Dordrecht
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