Promoting semantic waves in science classes through conversation wheels

Abstract

The object of this study was the discourse analysis, present in the dialogic interactions in science classes with students from the 7th year of elementary school. The classes were developed, using as a teaching strategy, the Conversation Wheels. For data collection, audio and video recording of classes was used. Data were analyzed using analytical categories derived from the Legitimation Code Theory, which seeks to explore the forms and organization of scientific knowledge that occur in dialogic interactions. The analysis revealed that even using a teaching strategy that favors dialogic interactions in the classroom, these were not enough for the construction of semantic waves, more adequate in the conceptual elaboration process, since there were no intentional relationships between the context and the concept.