Qualitative insights and a first evaluation tool for teaching with cognitive discourse function: “comparing” in the CLIL science classroom

Pilar Gerns

doi:10.30827/portalin.vi40.26619

Autores/as

Pilar Gerns University of Navarra https://orcid.org/0000-0002-1754-5395

DOI:

https://doi.org/10.30827/portalin.vi40.26619

Palabras clave:

AICLE, funciones cognitivas del discurso (FCD), comparar, estudio cualitativo, evaluación.

Resumen

En aicle se está empezando a prestar atención al marco de las funciones cognitivas del discurso (fcd) (Dalton-Puffer, 2013), una taxonomía compuesta por siete operaciones académicas (como “explicar” o “definir”), que resulta útil para concretar la integración de contenidos y lenguas.

Sin embargo, poco se sabe sobre la naturaleza específica de estas funciones, cómo se pueden enseñar y evaluar y su impacto en el aprendizaje de contenidos. Este artículo se centra en una fcd (“comparar”, un subtipo de “clasificar”) en el aula aicle de ciencias.

En primer lugar, se ofrece un análisis de esta fcd basado en investigaciones previas, que se ilustra con ejemplos cualitativos de un estudio en el que un grupo de alumnos de ciencias de Educación Secundaria recibió una enseñanza explícitamente basada en esta fcd.

En segundo lugar, a partir de esta interpretación de la fcd “comparar”, se ofrece una herramienta para evaluar cómo los alumnos presentaron sus contenidos de clase desde el enfoque de las fcd.

En la discusión se compara este análisis con investigaciones previas y se señalan las ventajas de una enseñanza explícita con fcd para que los estudiantes presenten los contenidos de clase de manera más completa, precisa y explícita.

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