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Bombe de rimes et autres slams
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In: ISSN: 0008-042X ; Les Cahiers Pédagogiques ; https://hal.archives-ouvertes.fr/hal-03226695 ; Les Cahiers Pédagogiques, Service d'édition et de vente des publications de l'Education nationale, 2021, Enseigner la créativité ? ; https://www.cahiers-pedagogiques.com/__trashed-3/ (2021)
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Replication of Juanchich et al. (2017). “I am uncertain” vs “It is uncertain”. How linguistic markers of the uncertainty source affect uncertainty communication ...
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Role of intercultural mediation in problem solving in a transatlantic network
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Contextual Communicative Competence in Multinational Infrastructure Projects
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In: Buildings; Volume 11; Issue 9; Pages: 403 (2021)
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Kulturen virtueller Prozessmoderation: Beobachtungen aus der Begleitung eines internationalen Forschungsprojekts
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In: interculture journal: Online-Zeitschrift für interkulturelle Studien ; 19 ; 33 ; 125-135 ; Virtuelle Zusammenarbeit (2021)
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The MELLIE Project: Intercultural Collaborative Storytelling
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In: Studies in Arts and Humanities ; 4 ; 2 ; 123-133 (2021)
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| 7 |
El videoling: uso educativo del vídeo en la enseñanza de la gramática ; Videoling: video as an educational purpose in grammar teaching
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| 8 |
La soledad como sentimiento esencial: una revisión artística y una propuesta personal.
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| 9 |
Market graphic features of Visual FoxPro–C#–programming of risks of investment projects of ICT–profile direction ...
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Market graphic features of Visual FoxPro–C#–programming of risks of investment projects of ICT–profile direction ...
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| 11 |
Una herramienta TIC para la redacción del Trabajo de Fin de Grado (TFG) ; An ICT tool for the writing of the Final Degree Project (TFG)
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da Cunha, Iria. - : Universidad de Alicante. Departamento de Filología Española, Lingüística General y Teoría de la Literatura, 2020
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| 12 |
Uso de gamificación y ABP para la adquisición de la competencia de comunicación lingüística en francés en la ESO
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| 13 |
Interactive technologies in teaching a foreign language at higher educational establishment
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In: International Letters of Social and Humanistic Sciences ; 71 ; 54-59 (2018)
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| 14 |
Discourse analysis: a tool for helping educators to teach science
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In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 18 ; 1 ; 28 ; Analyzing narratives across media (2018)
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Abstract:
This article refers to a part of a collaborative action research project in three elementary science classrooms. The project aims at the transformation of the nature and type of teachers' discursive practices into more collaborative inquiries. The basic strategy is to give the teachers the opportunity to analyze their discourse using a three-dimensional context of analysis. The teachers analyzed their discursive repertoires when teaching science. They studied the companion meaning, i.e., the different layers of explicit and tacit messages they communicate about Nature of Science (NoS), Nature of Teaching (NoT), and Nature of Language (NoL). The question investigated is the following: Could an action research program, which involves teachers in the analysis of their own discursive practices, lead to the transformation of discourse modes that take place in the science classrooms to better communicate aspects of NoS, NoT and NoL in a collaborative, inquiry-based context? Results indicate that the teachers' involvement in their discourse analysis led to a transformation in the discursive repertoires in their science classrooms. Gradually, the teachers' companion meanings that were created, implicitly/explicitly, from the dialogues taking place during science lessons were more appropriate for the establishment of a productive collaborative inquiry learning context. We argue that discourse analysis could be used for research purposes, as a training medium or as a reflective tool on how teachers communicate science. ; In diesem Beitrag beziehen wir uns auf Teile eines kollaborativen Handlungsforschungsprojekts mit drei naturwissenschaftlichen Grundschulklassen. Ziel des Projekts war es, die diskursiven Praktiken der Lehrer/innen in Richtung eines kollaborativen Lehr- und Lernstils zu verändern. Hierzu wurden ihnen Möglichkeiten eröffnet, die eigenen Diskurse in naturwissenschaftlichem Unterricht mittels dreidimensionaler Analysekontexte zu reflektieren: Sie befassten sich mit ihren jeweils explizit oder implizit kommunizierten Botschaften über den Charakter von Naturwissenschaft (CvN), den Charakter des Lehrens (CvL) und den Charakter von Sprache (CvS). Ziel war die Untersuchung der Frage, ob es im Rahmen eines Handlungsforschungsprogramms, das Lehrer/innen in die Analyse der eigenen Praktiken involviert, möglich ist, Transformationsprozesse der Kommunikation von CvN, CvL und CvS in einer eher an Zusammenarbeit mit den Schüler/innen interessierten Richtung zu initiieren? Die Ergebnisse legen nahe, dass die sukzessive Transformation diskursiver Repertoires im naturwissenschaftlichen Grundschulunterricht gelungen ist. Methodisch versuchen wir zu zeigen, dass Diskursanalysen für Forschungszwecke, aber auch als Trainingsverfahren oder reflexive Instrumente in Unterrichtszusammenhängen genutzt werden können.
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Keyword:
action; anthropology; Bildung und Erziehung; communication; Computer Methods; cooperation; discourse analysis; Diskursanalyse; Education; Erhebungstechniken und Analysetechniken der Sozialwissenschaften; Forschung; Forschungsorganisation; Forschungsprojekt; Grundschule; Handlung; Kommunikation; Kooperation; language; Lehrer; Methods and Techniques of Data Collection and Data Analysis; natural sciences; Naturwissenschaft; primary school; pupil; Research; Research Organization; research project; Schüler; scientist; Social sciences; sociology; Sozialwissenschaften; Soziologie; Sprache; Statistical Methods; teacher; teaching; Unterricht; Wissenschaftler
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URL: https://doi.org/10.17169/fqs-18.1.2397
http://www.qualitative-research.net/index.php/fqs/article/view/2397
https://www.ssoar.info/ssoar/handle/document/58034
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Aprendizaje Basado en Proyectos como respuesta metodológica efectiva al enfoque educativo AICLE ; Project-based learning as an effective methodological response to the CLIL educational approach
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| 16 |
Communication challenges of web development SMEs: The benefits and challenges of organizational tensions
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| 17 |
Theoretical Models and Specific Communication Situations in Projects ...
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Computational Linguistics: Appearance, Main Directions And Features ...
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Computational Linguistics: Appearance, Main Directions And Features ...
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| 20 |
Learning Information Literacy Across the Curriculum (LILAC): Discussing Results from a CCCC Research Initiative Project
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In: Writing and Linguistics Faculty Presentations (2017)
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