(1396) TEACHER DECISIONS AND DIDACTICAL INTENTIONALITY USING COMPUTER SIMULATIONS IN PHYSICAL SCIENCE CLASSROOMS

摘要

Any teacher adopts a lot of decisions inside classroom to manage students' activity or engagementand the turn of events can change according those decisions. The decisions that teacher adopt in realtime may vary according to his didactic intentionality, or simply with the turn of events, sinceclassroom environment is dynamic and complex. Due to this complexity, the teacher can't always payattention to all the events that take place. Teachers need to develop professional knowledge that willallow them to be attentive and conscious to different aspects that can draw his attention and adopt theappropriate decisions in real time, enabling them to help their students in their learning process.Thus, the main goal of research is to identify some structural components of a didactical decision onthe context of using computer simulations (CS) in Physical science classroom and how they arerelated with teacher intentionality.The research question is: what similarities and differences are in teacher didactical decisions (from theone or different teacher)? What big patterns it is possible identify?This research deal with a qualitative and interpretative analyse, from two case studies involving twophysical sciences teachers from secondary school in physical sciences classroom. Each teachertaught three lessons and students develop inquiry work organized into small groups. The teacher Auses the CS for replace experimental work and teacher B uses the CS as an introduction for theexperimental work. The students, in both cases, need to accomplish a task in order to solve aproblem.Several types of data was collected from each lesson (e.g. audio recording, documents from teacheror students, print screens, photos, indication of silences and gestures, explicit teacher's intentions anddecisions, students' notebook, teacher notebook) to produce a multimodal narratives (MN), a tool witha clear structure and focus to organize and systematize data. The MN analysed correspond to thelessons taught by the two teachers during the use of CS available on web. Our model of data analyseis: (a) teacher take a didactical decision based on (b) information collected, (c) value judgement and(d) teacher focus of attention. This approach is based on the model of recognition-primed decisionmaking (Klein, 2008): is a process in which there is an initial phase where it is percept and recognizedthe situation to then implement the decision.Results. There are a lot of different didactical decisions including from the same teacher. However, thefour components of the model of didactical decision are easily recognized in a micro-level of didacticaldecision process. The didactical decision in micro-level process only is effective (change the turn ofevents) when the focus is students' behaviour or engagement. When the focus is students' epistemicwork or mange task, in most of times, the teacher need a pack of micro decisions, linked each other,to accomplishment their didactical intentionality. The main differences between teachers appear in thestructure of those packs of didactical decisions. And these differences can be related with the style ofteacher's mediation or his didactical intentionality. We have evidences that if the pack of de microdecisions is longer, more aspects of the reasoning and students' work the teacher incorporate on theprocess of didactical decision. To study these differences can help teachers to be more dialogic inclassroom.