{"id":9842,"date":"2021-02-07T10:55:52","date_gmt":"2021-02-07T09:55:52","guid":{"rendered":"https:\/\/projectes.xtec.cat\/tilc\/?p=9842"},"modified":"2023-05-26T16:21:44","modified_gmt":"2023-05-26T14:21:44","slug":"el-dialeg-a-laula-com-a-suport-per-al-treball-del-lexic-en-lescriptura-dinformes","status":"publish","type":"post","link":"https:\/\/projectes.xtec.cat\/tilc\/que-ensenyar\/act-ex-que-ensenyar\/el-dialeg-a-laula-com-a-suport-per-al-treball-del-lexic-en-lescriptura-dinformes\/","title":{"rendered":"El di\u00e0leg a l\u2019aula com a suport per al treball del l\u00e8xic en l\u2019escriptura d\u2019informes"},"content":{"rendered":"

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En el projecte EXOS<\/a>, els alumnes treballen a partir de diverses dades (tr\u00e0nsits planetaris, simuladors, etc.) per explicar el moviment de possibles exoplanetes i finalment escriure un article de diari que presenti el seu descobriment. Com a fase pr\u00e8via, i durant la recerca, s\u2019estableixen converses amb els alumnes en les quals, mitjan\u00e7ant correccions subtils, el docent ajuda a passar del llenguatge conversacional a l\u2019acad\u00e8mic introduint els termes a mesura que sorgeix la necessitat d\u2019anomenar conceptes.<\/p>\n

Reconstrucci\u00f3 d\u2019un di\u00e0leg en el qual els alumnes interaccionen amb el simulador i incorporen els termes del l\u00e8xic cient\u00edfic al llarg de la discussi\u00f3:<\/p>\n

Alumne 1. Provem aqu\u00ed i amb poca velocitat.
\nAlumne 2. […] \u201ccau\u201d dins l\u2019estrella. Al sol. S\u2019ha de posar m\u00e9s velocitat.
\nAlumne 3. No, m\u00e9s lluny.
\nAlumne 1. Si el posem m\u00e9s lluny, caur\u00e0 igualment perqu\u00e8 al final l\u2019estrella l\u2019atreu igual. S\u2019ha de posar velocitat, perqu\u00e8 si no, no t\u00e9
\nfor\u00e7a per anar girant sense caure.
\nAlumne 3. Entesos. Posa m\u00e9s velocitat.
\nAlumne 2. […] Ara s\u00ed. S\u2019aguanta. […] Per\u00f2 mira, tarda molt m\u00e9s del que tarda el nostre.
\nAlumne 3. Profe, no ens surt el temps. Tarda massa.
\nProfessor. Qu\u00e8 podr\u00edeu fer perqu\u00e8 el recorregut<\/strong> sigui m\u00e9s curt?
\nAlumne 2. L\u2019acostem, menys dist\u00e0ncia. Per\u00f2 llavors caur\u00e0, no?
\nProfessor. Col\u00b7lisionar\u00e0<\/strong> amb l\u2019estrella. Qu\u00e8 podr\u00edeu fer perqu\u00e8 no li passi?
\nAlumne 1. Ah, com abans, m\u00e9s velocitat. Aix\u00ed es va escapant i pot girar sense col\u00b7lisionar.
\nProfessor. Orbitar<\/strong>.
\nAlumne 1. S\u00ed… orbitar m\u00e9s a prop, sense col\u00b7lisionar.
\nAlumne 2. Baixo 10 de dist\u00e0ncia.
\nAlumne 3. No, millor 20. I no pugis molt de velocitat.
\nProfessor. Disminuir<\/strong>… augmentar<\/strong>….
\nAlumne 3. Aix\u00f2. Augmenta nom\u00e9s una mica la velocitat, perqu\u00e8 si no, l\u2019\u00f2rbita ser\u00e0 massa ampla i tardar\u00e0 m\u00e9s.
\nProfessor. Com dir\u00edeu que tardar\u00e0 m\u00e9s, amb quin terme cient\u00edfic?
\nAlumne 1. Per\u00edode<\/strong>. Un per\u00edode m\u00e9s llarg. Aix\u00ed ens sortir\u00e0?
\nProfessor. Proveu-ho…<\/p>\n

Extret i tradu\u00eft de: Ruiz, N., Llorente, I., Dom\u00e8nech-Casal, J. \u201cIndagaci\u00f3n, Exoplanetas y Competencia Cient\u00edfica. Los Estudios de Caso como ABP para las Ciencias<\/a>\u201d. Ense\u00f1anza de las Ciencias de la Tierra (2017) 25(2), 191-202.<\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

Di\u00e0leg que fomenta el pas del llenguatge conversacional a l’acad\u00e8mic, descrit en l’article de Dom\u00e8nech-Casal, Llorente i Ruiz. … Llegeix m\u00e9s\u00bb<\/a><\/p>\n","protected":false},"author":5,"featured_media":9057,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"footnotes":""},"categories":[389,294],"tags":[309,383,368,400,326,307],"class_list":["post-9842","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-act-ex-_com-ensenyar","category-act-ex-que-ensenyar","tag-ambit-cientificotecnologic","tag-interaccio","tag-jordi-domenech-casal","tag-model-comunicatiu","tag-parlar-i-escoltar","tag-vocabulari-academic"],"post_mailing_queue_ids":[],"_links":{"self":[{"href":"https:\/\/projectes.xtec.cat\/tilc\/wp-json\/wp\/v2\/posts\/9842","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/projectes.xtec.cat\/tilc\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/projectes.xtec.cat\/tilc\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/projectes.xtec.cat\/tilc\/wp-json\/wp\/v2\/users\/5"}],"replies":[{"embeddable":true,"href":"https:\/\/projectes.xtec.cat\/tilc\/wp-json\/wp\/v2\/comments?post=9842"}],"version-history":[{"count":4,"href":"https:\/\/projectes.xtec.cat\/tilc\/wp-json\/wp\/v2\/posts\/9842\/revisions"}],"predecessor-version":[{"id":11005,"href":"https:\/\/projectes.xtec.cat\/tilc\/wp-json\/wp\/v2\/posts\/9842\/revisions\/11005"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/projectes.xtec.cat\/tilc\/wp-json\/wp\/v2\/media\/9057"}],"wp:attachment":[{"href":"https:\/\/projectes.xtec.cat\/tilc\/wp-json\/wp\/v2\/media?parent=9842"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/projectes.xtec.cat\/tilc\/wp-json\/wp\/v2\/categories?post=9842"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/projectes.xtec.cat\/tilc\/wp-json\/wp\/v2\/tags?post=9842"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}