12 BASIC WAYS TO TEACH A DIDACTIC BASED ON

PSYCHOLOGY HANS AEBLI RAFAEL SIGALA MARTÍNEZ

BASIC FORM 1: NARRATE AND REFER.

Narrating is a primary way of encountering oneself. When we listen to

someone refers a long story, not only do we come to know the tale, but
also to the person who has told it. Most children like it.
listen to narrations.

Novelty and surprise create emotional tension. The knowledge of

Some events make it possible to understand without problems.

A narrative comes alive when it springs from the vivid representation of

narrator. When he evokes within himself images full of life, when
the episodes stand out clearly before their eyes, when the
events have begun to awaken emotion in him and when what
finds in what is narrated a strong rejection; these "experiences
"significant" (as we will call them) are transmitted to the listeners.

When strong and clear significant experiences occur in the teacher, they
it transmits to the students. The narration "reaches deep."

Reading aloud in front of the class is a first approach to the ideal of the
narration made by oneself. What makes the narration effective
attractive are the nuances of emotions, feelings, and values that the
they accompany.

The three main groups of mental contents that constitute the

The meaningful experiences of the narrator are: 1. the representations of
acts and things, with their abstract conceptual counterparts, the
operations and concepts; 2. feelings and moods,
that qualify the significant practical contents; 3. the evaluations, in
those that express sympathy or antipathy, whether intimate or external,
affirmation or rejection, interest or indifference.

2. BASIC FORM 2: SHOW

Show plays a fundamental role in all those subjects in which

it is about acquiring skills.
How does the child learn to speak? By trial and error, as Skinner has stated.
(1957) Exercising language is fundamental, but without the model of language
Human, will a child never learn to speak?
 When the boy asks his mother how to plant some seeds in
a flowerpot, when a boy asks his father how to repair a
puncture in a tire, the parents say: "Wait a moment, I'll take care of it for you.
to teach." Then they show him how it's done and he learns, starting from the
observation, the way to carry it out. The same happens with a child who pronounces
bad a word or that the fork is poorly taken: it will show how it is done
correctly these activities.
In imitation learning, it is transmitted in a largely
unconscious. In any case, as we will see, when a teacher has to
Teaching an entire class requires some reflection on this process.
Where is it shown and imitated? First of all, in the skills sector and
work techniques. We show the students how to write and how
is drawn.
Rule number 1: when showing something, make sure the students pay attention.
attention.
Rule number 2: show slowly, clearly, and repeatedly.

BASIC FORM 3: TO CONTEMPLATE AND OBSERVE

Contemplating and observing are internal processes that occur with a lot of
speed. (The Latin word contemplan means 'to consider attentively'.
Children and adolescents learn to see and hear. The subject who lacks
experience does not see in a meadow anything but grass; in a mountain, stones; in a
face eyes, mouth and nose, and on a carpet, flowers or geometric decorations. Who
those with perception experience will see in a meadow the most diverse plants; in a
mountain, strata, a special vegetation, signs of agricultural exploitation; in a
face, all possible inner emotional movements; in the drawing of a
carpet, certain symbols, a fabric and a structure of knots. When reading, the
student learns constantly on two levels: on the content level and on the
methodological plan. This means that, on one hand, it extracts from the text it reads
specific information, and the application of what has been read.
The guidance from the teacher must be given constantly on two levels.
different: on one hand, help students understand and assimilate the
content, on the other hand, lead them to acquire the techniques and methods of
autonomous treatment of texts, storage and reproduction.

BASIC FORM 4: READ WITH THE STUDENTS

If we let go of the idea that students in school must learn about

everything, to do writing exercises and instead we checked that what we
it is about the creation of texts, the question arises immediately about what types or -
As linguists say - what types of texts exist.
Expository texts provide us with a picture of a parcel.
of the world, an image of the world therefore, and they keep it up to date.
 Texts to ignite interest. This category includes those of an advertising nature.
and the offers. In the political and social spheres, the calls aim to achieve: help
for some charitable work, votes from citizens in an election, etc.

BASIC FORM 5: WRITE AND DRAFT TEXTS

Text to establish relationship.-when students reach agreements and take the

opinion of everyone, a final text is drafted with these ideas.
Texts for giving instructions.- The handling and use instructions do not rely so much on the
reasons, like the practical intelligence of those who act. Motivation, the interest in a
activity or in the use of an object is assumed; the why and how are explained. The
usage instructions also require complex reflections from the author of their text;
It is not enough to be familiar with the activity or the procedure for which it instructs, but
that one must also know what knowledge and skills the person being addressed possesses,
so that I can learn new management techniques and new measures from the
repertoire of skills that one already possesses.

BASIC FORM 6: DEVELOP A COURSE OF ACTION Within the actions that

a person differentiates two important groups: the sequences of actions
we project step by step when we do something new; for example, when we have to
changing a tire on a car for the first time or when we travel to a country for the first time
foreigner. The action sequences are assembled, The course, as a whole, is new. No
We can say that something we know and can do is being developed here, and that is calls.
action schemes Action schemes (Aebli, 1980) are characterized by three
main properties: They are all stored. It is therefore
reproducibles. 3. They are transferable to new facts (things, people, situations).

3.12. In the natural sciences class, for example, aquariums will be installed or
terrariums and the behavior and development of various species will be observed and described.
living beings. The class will think about what is needed: a large glass container for the aquarium of
classroom, for each work group a jar of preserves, made of glass, in addition to sand
quartz, peat sawdust, forest soil, aquatic plants, etc. The material is obtained and
the appropriate animals and the project is carried out Pages 159-177
4.13. FOBASIC RMA 7: BUILD A OPERATION It is the representation of
mathematical operations. It is built and internalized to form a representation. It
conceives the mathematical concept as something beyond calculation and is considered in a way
abstracting reality and one's own actions is the establishment of concrete relationships
within reality. The process is carried out by building relationships from doing, the
understand, internalize, and automate. Page 177-212
5.14. FBASIC NORM 8: FORMING A CONCEPT Concept: It is an idea
undefined and general It is a thought expressed in words. Along with the
Actions and constructions are forming a concept directly or indirectly.
by reflecting on them and capturing their essential parts and relationships. It starts from the fact that
where a phenomenon has been captured, a concept has been constructed. The concept is the unit
 with which it is considered when combining, organizing, and transforming it. The process takes place in the
to form, develop and then apply the concept. Page 212-239
6.15. FBASIC FORM 9: CONSOLIDATING PROBLEM CONSTRUCTION
Hans Aebli proposes that the learning processes that are induced and directed during the
classes are generally intended to provide the student with new possibilities for
to think, to feel and to value, that is to act and to experience. The author's intention is
reconsider the construction problem and bring it to light with some depth,
how to motivate the student to take the initiative to engage in processes of
construction and carry them out. Pages 268-280
7.16. It is considered that the dynamic aspect of the construction process is to release the
energies that stimulate the student to seek and investigate and that make them believe in themselves
the same a new way of acting or thinking, from one's own impulse.
8. 17. FBASIC FORM 10: PREPARE Based on the developed concepts
previously by the students, necessary limits can be found that prevent the
full understanding of action. When elaborating, the capacity for application is increased.
through the elaboration, the exercising, and the applying. In the elaboration, characteristics are identified.
characteristic of the environment that can be changing and develop according to being able to be
used in specific moments in clear and defined situations. Pages 267-274
9.18. FBASIC RULE 11: EXERCISE AND REPEAT As a way to consolidate it
learned, understood as making successive reflections on something, concept or action
to achieve greater understanding. It is to record in the system through repeated action
whether it is an exercise or the application of a concept, it is to automate the concepts
learned and that follow certain rules. Exercising and repeating turns the concept into
something more solid. Page 280-291
10.19. FOBASIC RMA 12: APPLY It is to have a clear understanding of the perceived learning when
You manipulate objects, solve problems, when you read and in the same way you express.
concepts with their own ideas. When the action schemes, the operations and the
concepts are built, developed and consolidated through exercises, it continues
as the final didactic stage the application. Page 301-327
11.20. It is the 'cognitive turn' that has fundamentally changed the situation with
regarding certain relationships between school learning and behavior in life
daily. Plays an important role in school formation by having a mission.
guiding and illustrated. According to the author, the application can be transferred to reality.
Dominican Republic since: - The subject to be taught - Life - The practical life of the student. - The
point of view of external life. - Daily life.

What do Sarjurjo and Aebli have in common?

What do they propose differently and which author do you identify with the most and why?

Liliana Sanjurjo Rethinking the Class Chapter III

1. 1. .. ., V. .. /—-, T—. J A" ’ ‘ mlumuïmm j j 1:‘ p. l > l É . a . ¿i 1] Jl ¡a r
—- slelrahajo tries to recover ln eluwunnu lw-‘j ' ‘ y y v H ‘ L A r ‘ y V
 ,7 H a theoretical and conceptual workspace, ,u I» x l L and ÜQIÏIIHH
The teacher performs a task.
The maintenance is understandable and rigorous to the vw. I m. Inli-M and l c' l lu
Elam, a game about which the (im-ente 'I. h-‘ l ‘y A " ' s‘ ‘ ‘ see
Rules and plan the plays, resolving them.
(ln u] eunlexto. For this, it is necessary that you know mln ul n . . Irvu and
Documented are the forms of business in nursing, explanation, dialogue,
interrogation, ('jrlnplu ltmíus, metaphors, demonstrations, among mms,
and QM activities that promote variety.
significant session of school content. ¡{without publication includes
considerations "co. .. .1 In eluse, about some of the forms
basics "the "¡Im u u numes :1 all levels and disciplines, example
addressing you in the possible articulations in the youth (Ir I. .
l l l l l us 1h un u ; y“ w m“, in different disciplines and levels, also
from uuu ¡uh u. synthesis of various research about ¡le Ian em.
y. .. . you through the study of academic tasks. zlllilhxuulu l‘
various approaches to teaching practices and Im. ¡nupw r V «le
activities that derive from them.
Hi
2.2.3The basic forms of teaching As we mentioned,
We will consider at this point the description of various forms.
basics of teaching. without the intention of exhausting them, since the miners
creative ways in which didactic transposition can be concretized in CL
class obstructs any attempt to complete it in full.
the impossibility of a unique and universal method, is to ignore that
There are ways of communicating editorial content that are
usual and common in teaching for the different levels and
specialties. It is precisely their everyday nature that makes
A deeper analysis is necessary for pedagogical use.
based. Therefore, we have selected the forms that with
unavoidable elements in the teaching of any school content,
not including other more complex ones and about which there is very
good bibliography, such as group work. the guides of
study, the learning strategies, the technological resources.
We also know that, in general, in the use we make of them in
the classroom, we articulate them in such a way that it becomes impossible to perceive them
 separated, they become mutual supports in difficult times.
to differentiate. Here we distinguish by making an effort to
abstraction, in order to deepen its analysis In each of the
sections that we include in this chapter, we will make some
theoretical considerations regarding the basic forms we try
describe, followed by examples of its possible use at various levels
and modalities, to then formulate activities for teachers
interested parties. We also include examples of activity sequences.
and basic forms and proposals for work on this matter. For the choice
we have had the collaboration of professors
specialists in various levels and disciplines, The recovery of
concept of basic teaching forms and their articulation in
various 'moves' to achieve the different 'plays' of the class
it refers us to an ancient pedagogical concept, that of "circumlocution"
didactic, that is, the habit and the skill of saying and saying it again
the same in different ways, in order to ensure greater
comprehensibility in students who, due to having intellectual structures
different actual and socio-affective experiences will make diverse interpretations of
what we said, but if we intend to transmit content
Cultural, social, and scientific matters require a certain degree of agreement.
and negotiation. Topics such as good delivery, voice tones,
the use of language, knowing how we express ourselves—at the same time
Connecting - awakening interest, the use of the body and of the
spaces when we teach have almost disappeared from the agenda
from the 41

3.3. Dcurrent didactics. It would seem that they do not have sufficient theoretical status
like to talk about them in a post or in the classes where
we train teachers. However, what teacher is concerned about
"reaching" their students, they do not worry before, during, and after
his classes about how he spoke, how he moved in the classroom, whether he was
listened, if the faces of his students showed interest and
understanding. It's as if it were about such elementary and obvious things
That's not talked about, on the other hand, as they were topics.
approached by classical and traditional pedagogy, it is usually maintained
the prejudice that if we talk about it we are behaviorists,
traditional or empirical. We believe it is essential to overcome those
prejudices and granting the status of didactic category to
concerns that trouble us daily, such as boredom
in the classroom, the simple and complex reasons that help to provoke it
and its close relationship with misunderstanding and with actions and
Teacher omissions. 3.1 The narration 3.1.1 Considerations
Aebli's (1988) theories highlight narration as one of the forms
originals of socialization, since in all cultural transmission,
in every process of integrating new generations into the
society, the narration is present, even if other means are used
powerful visual resources, active, expressive. We can
consider it an original form of the formation of societies,
but also of the constitution of the subjects, Human life is
unifies and gains significance by narrating stories. The subject is not a
entity, but unfolds in the narrative. Both in cultures
pre-literate as in the more complex civilizations, the narrative
it constitutes the most common form of communication, knowledge and
of transmitting a culture. On the other hand, the human being is born
immersed and determined by language, or by the cultural context that
it manifests itself primarily through language. To narrate is a
primordial way of communicating and meeting. The good
narratives are attractive—if not fascinating—for children,
adolescents and adults. How not to think of them, then, as a good
teaching resource. It has been, for example, a privileged resource
for ethical and moral training. The teaching of could not be thought of.
History without narrative. Even scientific disciplines include it.
as a usual mode of transmission of knowledge.
We say that the meaningful understanding of scientific content
it also assumes knowledge and understanding of the context of
the same production. That knowledge would not be possible without
narration. From the theory of discourse, two are distinguished
basic superstructures (De Gregorio and Rébola, 1996, 55): narration
and arguments. The narration refers to the discourses in which
they refer to the facts. It sometimes includes descriptions,
dialogues and other discursive forms. Didactically, we believe
it is necessary to distinguish between narration and description, understanding by
these last are the linguistic representations of the real world or
imagined. "With the description we express the way of perceiving the
world through the senses" (Calsamiglia Blancafort and Tusón Valls,
1999, 279). These authors consider five modes of organization
of the speech: narration, description, argumentation, explanation and
dialogue. We find it a useful distinction for the topic we are on.
addressing. The history of school transmission modes of the
knowledge shows the passage of theories that emphasized
exclusively in the verbal transmission to theories that, by effect of
the curvature of the rod, they have strongly attacked verbalism in the
teaching. Learning by doing was one of the slogans of some
position of the new school, forgetting that "language is the
the medium of communication par excellence and if the teaching is
essentially communication, it cannot disregard
language" (Mello Carvalho, 1974. ll8). Ausubel emphasizes the importance
of learning by reception and with it the place that discourse has
in general—and, therefore, narrative in particular—in learning
school. The distinction on one side, etitre learning by
discovery and by reception. and on the other hand, between learning
mechanical and significant, is enlightening in this sense.
As we have already pointed out, this author emphasizes that the most common way in
What originates the theory of what I learned that lasts in reality.
our life is through reception. Furthermore, the learning of
Scientific content in school is generally conducted at
through the reception, not necessarily because it adheres to a
verbalist approach, otherwise it would be impossible for each one
he would discover for himself the knowledge produced —with so much
effort and for centuries - for humanity. Without ignoring the
importance of discovery and personal experience in the
the significance of what we learn, Ausubel demonstrates that the
reception is the possible and most common way to access most
from socially constructed knowledge. It is from this
conception that we recover all discursive forms as
basic forms of teaching. Here we might ask ourselves if the narration
The 'nature' of events differs substantially from the
didactic narration. We could also extend that question to
general speech. Although the response is not conclusive, we can
to say that the discourse, the narrative for instructional purposes, aims for a
very specific objective which is the understanding of a topic by
 from a novice, exposed by an expert. But, on the other hand, given that
interest plays a decisive role in learning, it is important that the
discourse maintains certain traits of naturalness that facilitate both the
attention like understanding, that is to say that the didactic discourse must
to be both interesting and precise. It is about expanding the language
and the student's concepts, based on facilitating their articulation with
known concepts and terms. The tonation, the pleasant voice and
its tone, the accompaniment with other gestural modes of expression,
the clarity, the expressiveness, the precision, are somewhat aspects
despised in the current teacher training, they are recoverable at the
light of the new perspectives of good teaching.
[Link] this sense, the narrative can fulfill a very educational role.
important, as it allows to communicate and revive in the imagination,
actions, perceptions, facts, feelings, that cannot be
experienced by the listener, but can be revived and
re-signified. "The narration becomes lively when it springs from the
vivid representation of the narrator" (Aebli, 1988, 37). What it does not mean
it is not necessary for the narrator to have actually experienced them, but
it has appropriated images full of life, that what it narrates
evokes meaningful experiences, emotions that it can transmit to those
Listen. So, then, the original actions provoke the
representation of action and perception, the inner image
understands sensory elements that evoke one's own experiences and
Meanings. If in our narratives we reflect experiences and
details of a specific piece of life, but through elements of
more abstract nature such as concepts, in turn intertwining them
with affective elements and values, we must ask if one who does not.
listen also has the elements that allow it to evoke
references to what is narrated. Even more so when what we are dealing with
transmit sort contents that require a certain degree of rigor,
As we pointed out, a negotiation process is necessary.
meanings. We cannot lose sight of the fact that the narrator carries out
a process of verbal coding in which contents are associated
significantives and units of language. “The narrator shapes what
He is saying based on these significant experiences representations of
people and their actions and things, and the processes that develop in
they—. The entirety is interwoven with feelings and states of
cheer up, valuable experiences occupy certain representations,
as well as the ideas that are superordinate to them" (Aebli, 1988, 42). It is
it is possible to distinguish—according to the cited author—between the narration, with which
they describe things in a concrete way, and the report, which is more
abstract and requires the establishment of conceptual relationships
with greater degree of precision. This distinction is useful for the
Didactics. Although the narration does not have to overlook a way of
logical, abstract and formal argumentation, the narrative mode starts from
budget that human actions are unique and unrepeatable, and
seeks to approach its distinctive characteristics. The richness
distinctive of these actions cannot, therefore, be transmitted in
definitions or abstract categories. The narrative form is expressed in
through stories that allow us to know not only the facts
particulars, but also the meaning that the human being gives to it
What it does, articulated with the coding process carried out by the
The narrator causes a decoding process in the listener.
that goes from the verbal sign to the meaning. A process in which intervene
not only the conceptual meaning, but also perceptual aspects and
emotional. For example, it is common for the listener to want to see
to the speaker, because it facilitates attention and understanding, because
we accompany the auditory resources with the visual ones. The gestures, the
tone of voice, the use of spaces, can contribute to a better and
more dynamic understanding. The concepts of coding and
decoding, provided by information theory, although they were
somewhat sidelined by other more current contributions 44 lt "a del
speech. they are enlightening for the didactic principle (the no-
They provide clarity to the process of didactic transposition.
They highlight the importance of departing from the repertoire of representations.
that our students possess and highlight the significance of.
given that we cannot be sure of all those repre- reprehending-
iTunes, the only way to ensure widespread understanding is
multiply. How do I manage the resources through which we didacticize the
content without distorting it. In any case, the repertoires or
representations of our students not rwltill conditioned
only by individual experiences. "It can be observed that
to what extent is communication socialization. The sum of
 Vuncepujs representations that the teacher transmits goes away
ordering, and thus we admit it and the shifts, to constitute a
relatively coherent and unifying worldview. In the mind of the
The student is gradually forming that worldview.
"healings of acts and the operations of thought that it activates in
the student is part of the existing lived culture in the
corresponding society" (Acbilv 1988: 47) - Therefore, it is possible
to know important aspects of our students' repertoire,
conceptions, previous theories, theoretical and practical interests, starting from
data "ihjetivos, like age, and others more complex, like culture
and the context with which we are going to develop our practice. Not in
Paulo Freire emphasized the importance of knowing the universe.
vocabulary of our students, as an indispensable requirement for
that the educational act is continuity and is not reduced to comu-
nicados. I _ From the contributions outlined regarding the narration
we can extract, according to Aebli, some basic principles
guidelines for its use in the classroom, such as: 0
adapt it to codes and experiences that can be evoked in the students
And in class, I have to take the context into account. . recover the strength of the
presence of the narrator, of personal contact with the class, to demonstrate
interest and pleasure in what is narrated, clarify, explain, illustrate,
exemplify, refer, engage in dialogue, -take a position. _ ° attend to the 'climate of
the class. observe what effects they are producing on the students
our narratives, harnessing that data to carry out on the
we make the adjustments that we consider necessary. We see that
The use of narration in the classroom requires putting fundamental concepts into play.
theoretical, our expert knowledge about the content of what
narramoys, but also some conditions similar to the
"actor performance" that guarantees good contact with an "audience"
the one we want to, in a way, seduce in favor of a content for
which we also felt seduced by. 'Another didactic rule
elemental and obvious, not always taken into account, is that interest
it provokes interest, that is to say, the teacher's passion is often
really contagious and, therefore, apathy too, 45
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so ox: :wso_ _os om: _o oí: 3:3 _< Asoooomm o oossEom .3 ¿com .
..: >__omV Éouo «roo. 2 x s98: 3 o: esoo: 2 osso mswmvss sfioïom
ss: oosnmsoo gossoomos o sñtomoü x 33o: ¿Stomoo _o osso «gsm
Are you okay? Yes, I am okay.
x moosw m9 ¿o? soo «w339: oosossosoá Emo alonso: my. sososoos.

mooswzoemsm moxmmsoo mo: oxíomsooos coños 5 oxnfiososo: _o

Es: Rsoïwnsñ oEoEEo s: oEm smñms o: msosmE ns: 20m mo os
No relevant translation available.
Ffiososss bear. o: sowto _o so Emo s28: B ¿downí oïmom oEoo ,53
m xw . moso_oo: m2 o: sos .35 soüoïomsooos 2 o: Eosmsomss 2
mnfimom xoïoü 3:: _o so mssosïosos msoÉ m2 son mosïmom 09m

so so: is your satisfaction or: _o fashion. mo. son. oEm mosoos mo. so:
Good "Eísmsoo Emo is it? I ¿w ¿how much is this cost
mossfiv : o:_o. :sos_ o: same. m2 oo so_o: .ossso: s_ s. x
smsooñoosm 2 "We are on 2a m2 so moÉoom moñsmomfio mo. o: x
fashion. mold y dreaming: :m o: ossomoo mota: momo som oEoo x
 VAOEÉE people are speaking together. moEïhmsoo we understand what goes on.
I am very excited to see you soon.
Once I heard. I love that you love me.
bears: 2a mwsooi _o mocsmsxzio o. What n. do o_ oEoo moïmmois:
x mosiïoos No> s. o ssom 2a mossEÉ mosom m2 so momoo msooo
xms 2a smwm x ssamoï sososmom soosísoo : m so oasEfisss o. oo
I am your friend. You are very important to me: x M2205 3

It is an example. You: us: me 52:82:: E: you: : see.2 _ x o. What?

What is happening with the food I ordered? Is there a delay?
Boo: my uncle knows how to solve it

osso C3059 2 so ossmszooiomsoo _o cms: oí. mifisw sm

mmasosommo mosooxosm . momo: m ¿osossoo o: F5355 oEm
momoosm x mosoos o: Sa: 06m os "These 3 mosasïs mosom mo. o:
meso: m2 so x so? E so mm: o:mE_ mossos m2 o: somSm oí. mozas
soo doaïozsm o_. m:mso_ oosossssomsuïío mo mientas E 525x28
moooosmn m2 at 9:56 am . _m: m_> summefiE m ossosïtosom

The world is full of wonders. Are we ready to explore?

sfiomtss n. os: annsoEmsoo om mosmsmïeoím mossos. m2 o:
The house: 2 so soB sm > . m:>: :ss: s o: moi»: n moE_>_> It is B: cms:
2 or more of them: ::> more . and . :E more more of them
This is nonsense.
usoïnsno ss: mo o: _o sx smzosnz: Eoosmo 000.52. sxs. . mso 2 so
.3: : .2
6. [Link] we pointed out above, although we distinguish between narration
and description, like different modes of organizing discourse,
since the narration often includes the description of
events and things, we think it is important to dedicate some to them
considerations, since this is a teaching resource for use
current and undeniably of pedagogical value, "Not to describe what the
the student can directly experience,” expresses a principle
pedagogical aspect of activism. Without ignoring the reason for that principle,
We teachers know well that, for the teaching of many
It is impossible to put the student in...
contact with them. But, even in cases where it is possible,
The observation of the language is necessary to guide the
inexperienced gaze from an expert knowledge, without ignoring the risks
from that directive, we start from the conviction that it is impossible
avoid it. Even the most staunch defenders of non-directivism put
in play your gaze, these principles and values in the multiple decisions
they take in their practice, although I do not recommend it. Also
we explain that by description we understand the way of perceiving cl
world through the senses and express these qualities through
of language. representing people or things using language.
When we use the description, we tell how the places are,
people, objects, actions, plants, terminals or like the vemt
Describing is also telling, which is why we relate the tleserip- ción with
the narration. Describing is to produce scenes or images with words
so that others know what they are like or how we see different aspects of
the reality. The adjectivation, the sensory images, the
comparisons, enumerations, are resources inherent to the
description. Others can be personification, metaphor.
analogy, resources to which. due to their importance in the
class game, we will dedicate a special place to them. The
Descriptions play an important role in teaching because
they help to unfold the definitions, allowing an approach to the idea of
What is the object, landscape, event, or person we are referring to?
referring. They perform various functions, such as determining the
parts of an object, indicate their characteristics and properties,
establish relationships of similarities or differences between objects. It is
a powerful literary and scientific resource and, although it is a basic form
more common in the teaching of some disciplines such as
Biology, Geography, Literature, as well as storytelling and very
articulated with it. It is present in every transmission process.
cultural ' Coinciding with the criticisms of the positivist conception of the
objectivity, we know about the impossibility of observing reality from
a neutral place, from a single glance. Therefore, the description
it is never aseptic, since no matter how much effort we make to be
faithful to what our senses reveal to us, the observer
always observes from his own frame, making a selection,
de-hierarchy, a perspective enabled and biased at the same time by its
 own beliefs and conceptions. This does not mean that it is useless a
effort to approximate objective reality and negotiation
necessary for the transmission of knowledge. It's worth recovering here
the concept of objelivación opposed to 4X tie objectivity, like the
effort of the observer to distance themselves from the observed object at
the effects of analyzing it from multiple perspectives, 3.1.2 Examples
the use of narration and description in the teaching of various
subjects, at different levels and modalities. - This first example
it has been extracted from a literary text, not didactic. But it seemed to us
relevant to show the close articulation between narration and
description. The courtyard didn't seem very big. but {GUIDE tina gran
variety "Cirbolc", a gun bath without a touch of a pool
happy for the rain, an elevated platform to the climate
He was climbing a fragile ladder of three meters high.
There were the two great topics that the abductor highlighted at the meeting.
with a manual boinbzi. Min allfi cstiilxi lii caliallcriza tlc boards without
the huge transfer of
literal trees are the iEÏTÍHJ Úhlfït tionrlc the Indians of SC| ''IC', O
vnrialmii of rlíri and of norlic the Lmciitilln: of i. ¡cns.1.F| .irlnl iná< ñ-
ondosn y litvspim- iRTlO are a chestnut on the edge of the world and to
time, under whose rounds aicaira: must have rli- die Ürillíllïtit) more than
two coronclcsjtibiladizs of the mines gticrizis civilcs of the last century.
Excerpted from Garcia Márquez, G. (2002), Living for (screen, BS. AS,
Sudamcmana, 49. -Example of narration to work on the theme 'the'
writing as a means of communication” History of the 1st writing
What is '0' '7'0' The 'wanna' (¡H your 'Hrllllnl SKI/ Jolie' a ¡ra/ lsfbrmarlán
I interpret the letter in my day more than tJ/ ¡ríílóll dai man: do you represent him?
I am prepared: the mirror 'fits'! The day is relaxing, for wheel: you draw, the pump
.2 trace ¡ig-4‘)
7. 7. rmI will tell those who have a determined and...
It's strange to refer to reality. The priorities reveal themselves in time or in the air.
no: of in nature uemri the SIL ME ros urm th' Im ur lo: subjected:
pare: weapons and I am cul rx. They arm them. »-performed “uiirriur mm wbrt‘
Alt clay tablets Ireland with tm runcu 'Ia uniriinun-guiding, mine quicri
drawing/ I, my drawings your [uta IOII
etlumizurirlt) ii/ ritul tir/ veraz' signo: abr Iruuzri, mu, pum purniilirtrt what
Lib was represented. Then, by cl aria 2700 a1. l-270IJ), the:
the put the water of the oil / was or a [Jmlmlml] or the right of the
drawing. without/ r lux various ini smell of Iii pit/ open that rrrrviïl ¡mm rmrw
To pray/ or. For him. , to laugh reminder rtvpranzron 'irign, cereal, griiriu' a'. average:
with the finger, the signs or marks on the curious weapon turned out to be
I made a mistake, and I had the name wrong.
errriiuru ('unrrflrrme that is lc: ua, At first, it was a ¿mii u-
(i300), also the surrirrrox liuhirm J Extracted from, Pctruur, ll and others
(1 989) ionquayiiiorsiiiiai Bs / s Colihuc, Z8,79,3Uy ii lïsteeieinplo
show a narration consisting exclusively of information
the actual. with a marked ideological charge. The elements offered
they are insufficient for the capture of some concepts that sc
they include in the insinia, such as cl of war/ Hai, whose reach does not
It should be understood unless the student has others.
sir- while. . , the iron curtain This was the official distribution, but
in practice the Soviet Union, favored by the Yalta agreement,
that had allowed him to advance towards the center of Europe, achieved
establishing complacent governments: in Bulgaria, Poland, Hungary,
Czechoslovakia, Romania, and Yugoslavia, which fell in this way.
in the communist orbit and were left behind what was called the curtain
of iron, isolated from the western world In 7943 Yugoslavia under the
the leadership of Marshal Tito (Jose Eroz), separated from the influence of
the Soviet Union and established a national communist regime
Albania, which was part of Yugoslavia, separated in turn and continued
naked under the influence of Moscow.' - Example of narration for
complete the explanation of the concept of 'cooperativism' Review Iiii/
rbriui The 'rïímeïua attempt. » ttrgúliicitn dci CuOpCl‘a| l they tear me away
(the action deployed by Robert Owen, who around 1820
he tried to promote cooperativism as a system
political vs economic. In his view, the Nucinilngu liuricc Clrurl Fuuricr (WTI-
Is tmlu du iinpul. r sos mis- mos principles jaaiux create a new Ul-
organization suclnl. This pre ' ¡ut collection by ¡zriittcra te! in the uñi)
Your run will take place in the city of HUCilduiL (miraculously,
who founded llml cooperalim of consttinu. To do this, they integrated a
common fund who: Ics pci-miriam cum-pri)! ' (iÍTeC mind and ¡ut
producers m. iurulu loa irllornlvdiitrltlx. Starting from these 'piuriuiirs of
Rocltdttlu", ul iiiut-¡v tlixcilll) CUUpCtJliHr on fui. - lucrunten» tando
notably, rasta becomes an important influence
CLOHÓHHLLI In the pai ct) those who the cooperation» vision is Íticrtu
[Null Kingdom. SHEÚIL France, Belgium) the toupcratnu» riiuria- ¡ari ul
('Ilíileflltt for CÍCXHO of In: pniduc-im sold «ll by HILWILH' En
our country "mu: a significant lllcflllllitlllii coopciailur that is
manifesto. especially, in the field of cooperatives dr:
consumption. rérlito ' ¡tefllfltlaï [xlialdo do: Lucha-nio. / (1986) Tilt/ cación
Clvical Bs AS, Kapelusz, 71 and 77 - Example of articulation between
narration and description. This is a written testimony by Juan.
Parish and Guillenno Parish Robertson, English merchants who
they traveled through our territory between 1809 and 1920, cited by the authors
from the Manual, to work on daily customs and conditions of
a time. It continues with work proposals on the same topic.
guided by questions. "Account of a journey by cart, " Of how many
bad roads dishonor the neighborhoods and surroundings of a war
cold This attitude of the Soviet Union gave rise to the so-called cold war
cold, because the Western powers could not tolerate this
expansion of communism, but they could not face it either
directly because this would have meant the outbreak of a
third world war. As a result, they had to limit themselves to containing
its excesses through diplomacy and espionage Extracted from
RamalloJ M (1 sas) History 3 Bs As Edtílones Braga s A, 303-304
great and flourishing capital, the entry roads to Buenos Aires are
without a doubt the worst. Up to three leagues outside they present, for six
months of the year, the most terrible barrier that the imagination can imagine
to conceive for secure exchange between the city and the countryside ( . )
These paths are generally formed by two tracks or trenches.
for Ielas, lined here and there with moon plants and fences of
aloe plants run through cultivable lands, very rich, between puddles and
marshes, extremely sticky at the bottom when the ground is low,
There is no sign of drainage, 'The water stagnates like this in the
traces left by the enormous wheels of the wagons and the same
Footprints are filling and softening (with the water from the rains. Asl
those accidents known by the name of
topographical of swamps, . There are those of all depths and
sizes; in some places S |
[Link] horse is bridled up to the knees, in others up to the belly
here you can take a desperate dive and come back immediately
from the swamp but beyond it, one can find a space of
fifty, (in one or two hundred yards where an abyss threatens him that
Can swallow the horse and the rider.
H. yotros (1996) Social Sciences4 this Bs As. Santillana, 220 - The
narration in a Physics text for the Polimodal Cycle is used as
Resource for working on the evolution of beliefs. The void and the full:
an ancient controversy Today we talk naturally about air and
empty, and of atmospheric pressure, But until the 16th century science
official flatly denied that a vacant space could exist, and the
history records very rough debates about it, the acceptance of the
ideas of Aristotle, stated fifteen centuries earlier, in a very
complete worldview that included mechanical and astronomical aspects
mlCOS. political and religious. In ancient belief, the void was a
contradiction, as it was called iugaral space occupied by a
body; so how can there be a place occupied by a
body, which is also empty? There lies the contradiction. At the same time, it
he believed that the Earth was stationary and the stars were revolving around it.
that, for there to be a movement, there had to be a force.
It was then necessary to suppose that the only possibility for the
the astros could communicate the forces that made them spin, it was that
there existed among them a substance to transmit them; that is why it was believed
that the whole universe was full. Today we know that what is most abundant
it is the void, The experimental work of Galileo was inspired
In the mining of their time, those who showed that the vacuum already existed in
the water suction pumps that tried—vainly—
extract water from more than ten and a half meters deep, (...)
r—W Extracted from: Rela, A. Sztrajmari, J (1998) Physics I. Bs. As,
Arque, '97 and 19s - Use of description in Biology: The stem has two
fundamental zones: the central cylinder and the cortex. a) The cortex
It consists of an epidermal tissue that covers the stem and below it lies
a tissue called cortical parenchyma, found in the stems
young people sometimes through green assimilating cells and other times through cells
residents (that accumulate nutritional substances). b) The cylinder
the center has a set of mn cells in its central part function of
reserve of substances: this tissue is the medullary parenchyma that in
In certain cases, it is destroyed and a hollow remains in the stem center.
Outside of the wall there is a tissue that is very thin.
set of tissues of elongated cells whose lucidity is
in water and mineral salts and to provide mechanical support to
vegetal. That set of tissues is called xylem (xylon: wood)
Outside the xylem or wood is the liber or phloem, constituted
also by various classes of elongated cell tissues. Extracted from
Sure, P ll994ir Biology i, Bs AS, Plus Ultra, E9 3. l .3 Proposal of
activities - Identify and select a topic from your discipline or of
the garden TLC the disciplines under your charge in which you can include a
narration. -That 'ba the possible narration ¡to how the destirrolluriti cn sti
class. -It is an object of discipline that can be described.- Write it,
trying to include the description of the parts, of the subtleties and
Characteristics. ° Establish similarities and differences with other objects
with which it is related. - Look for texts about your discipline,
Examples of narratives and dc‘ ‘Flpclollch.- Appreciate the transposition
didactic achieved in the editorial proposal. 3.2 The explanation 3.2.1
Theoretical considerations Together with the narration, the explanation
It constitutes a basic form of thought and transmission.
Since the origins of humanity, man has tried to
explain the phenomena that surround him and communicate his
PCHSLIIIIÍCHIÜS. We can assimilate the explanation to the capacity of
to think, characteristic of the human being, about the possibility of relating
concepts and ideas, forming theories that allow representation
the world, to understand it and transform it. We already pointed out that we can
strictly distinguish between two types of discourse or superstructures
basics: narration and argumentation. In this distinction, we place
the explanation as a form of argumentation, Recalling the
analysis of the records of the two basic superstructures
addressed by De Gregorio and Rébola (1996, S5), we specify that
when we talk about argumentation we are referring to the
speeches in which two circumstances are articulated with the objc—
to convince, persuade the recipient to achieve their adherence.
Pedagogically, we include within this modality the
explanations, justifications, the explicit citation of conceptions,
the reflections. Calsantiglia Blancafort and Tusón Valls (1999, 279),
As we have pointed out, dife- 53
[Link] modes of discourse description
. , , ‘- - - s A , clon. rirgtr-mentacion, ex lic ción ‘t’-' -- u . « z . . I_
p p y of the logo. They consider that as a discursive phenomenon, the exp
103910" COHSISIE e"hac" Know. to make understand and clarify which
it is based on a knowledge that, in principle, is not called into question
Sinolque is ¡Ema (gm: pum') from Parlld“ (1999 308). The authors do not
They differentiate the explanation of information as modalities.
This distinction is useful as far as the information is concerned.
In the 'i-. a ' . . l l, [l 'p teaching, emphasizes facts and data;
the explanation, with a reaction between the same. While the explanation- - -
n . « . . “óficio h“ reldciine c ¡[tha oabordadaldesde muy antiguo desde
the interest in rethinking language. among the acidity of
the necessity of communicating thoughts is cloaked in a
special interpreter and a show, like to serve 1' s ¿ - -' . , . v. - . lniemo
very worried about the transmission of
known» universalization‘) a lhghslï N]? pi agoglictimente acquires
particular interest with the . _ , ue i l a cxp ic icrón. as one of the
the most relevant basic forms of dissemination have had with its development
different approaches are traditionally understood as a way of
Describe the reality of this meaning, we can relate it to the
sensual-empiricist didactics, which pïiiii’: Cnlftisislcn teaching and
the learner through the senses, Another meaning is in as
and establish " ' - - -‘ and . , . 4 _ I _ _ r 'growth of relationships. From this
From this perspective, we can relate LZI to learning theories that
they argue that it occurs from the possibility of
establish relationships between new and old canoe. mlentosi em'?
CÜWCPÍOS and with the theories of l'l teaching i worry about l . . A . ’ l l ' ‘
meaningful comprehension of the knowledge p ( S for l Si
knowledge is a complex process of construction, in which there
they are establishing a relationship. ' ' ' . , it is that they allow to articulate concepts
to conform proposals and theories, the explanation takes on a
special relevance as a way of 'mpren er e transmt s i e' « ' , . . m
theories Coïmruclivpslg and those coqstrriccrones. The metaphor of the network
what they use » » . i s s ' r ‘-< . , ‘. . of relationships to" [A mm mLlltïslr-i
the importance that the establishment acquires the significant pension
of new learnings. If our " . a - ' . r0 thinks structures
Cognitive functions work like a network; it is not enough to decorate our thought with.
It's not just about static content, but it's necessary to relate them.
Epistemologically we can analyze this concept from the
tension between positivism and antipositivism, since the late 19th century
and at the beginning of the 20th century, the opposition between explanation and
understanding The first constitutes 'the method of analysis of the cie '
The natural sciences, the second of the sciences of the spirit.
especially of the I-History. From the positivism ' ' w i - . , I _ _ P roo se
understand that science tends to describe reality and to justify it,
discovering the causal relationships between phenomena From that
In this context, it is understood '- " . , » - « Í. ., the; ql p that the explanation is the
analysis and verification process of re acrones between phenomena and
variables. Trying to transcend this conception of science, one
introduce the concept of 'pressure as a quest - ' - . account of
Hem 'p l o a la explicación, ellque refiere al proceso que permite e p
and unique, unrepeatable, or immeasurable events. Approaches
The most current epistemological approaches seek to reconcile these concepts.
recognizing 54 I. r nt-t-csidad of both processes in the development of
the different fields of conical t rr nicnto, since both the explanation
how understanding constitutes the tlisiintive character of the sciences.
We could even agree that the development of a field tlt-
knowledge is greater if it has been described, explained and
understand the tilsit-tris and processes it seeks to address. If additionally
we understand that the relationships between phenomena and processes are multi-
r-znrsales, complex, we move away from the concept of explanation as such
as classical positivism understood it. The critical perspective has
pointed out the limitations of the explanation, understood as the
linear relationship between a cause and an effect. The approaches
interpretive and comprehensive attempts not only to explain reality
without understanding the meaning it has for the subjects that it
they interpret. iwcrtadamente sc argues that the paradigms
Technical critics seek to explain the niriiido in order to control it; in contrast, the
hermeneutic-interpretive approaches continue to overcome the
limitations of that approach, changing the notions of explanation
and control for understanding, interpretation, and meaning. In turn,
Iris critical approaches focus on understanding for the
sticial transformation. We do not overlook the limitations that it may
to cover the concept of explanation, since it has had an origin
 philosophical chirping related to the developments of classical logic and with
the most traditional conceptions of natural sciences. Yes
we adhere to the etymological meaning of the term, for there we can already
find some interest in Didactics. Well, the term explanation
design the process through which what was unfolds
Wrapped, what was latent becomes present. To explain means
to unfold something before another's intellectual vision, to develop what
remained hidden and confusing. with the aim of making it clear and
detailed. Unfolding the very concept of explanation, we can
reconcile it with acl- calm, illuminate, clarify. In some languages,
relates to the perception of details that escape an examination
superficial of a matter, that is, it is more akin to the concept of
description. In others. it is more related to the concept of
meaning. From this last perspective, it corresponds with the
of understanding and with the action of establishing relationships.
Didactically, it is also related to the concepts of understanding.
and to understand. It is usually argued that the teacher explains,
the student understands or comprehends. By delving into the topic we can
distinguish and at the same time articulate those concepts, since understanding makes
reference to a knowledge that differs from merely knowing how to
through the senses, as it implies the possibility of explaining the
facts, make judgments, and formulate rules. Understanding is, moreover,
the ability to make productive use of concepts, theories and
procedures; it involves understanding that knowledge is a
social construct that allows referring to it to solve problems
and make decisions. The explanation is conveyed through various
supports. While we can consider it a basic form, for its
concretion articulates other resources such as definition, description, the
example, the counterexample, the metaphor, the analogy. That is to say that
We start from the assumption that it is advisable to distinguish between the various
basic forms of teaching, in order to deepen their analysis, but
in the class game u. u.
10. [Link] are effectively articulated in such a way that it is not
it is possible to separate them in practice. Nevertheless, as we have addressed
the description in the previous point and we will address other forms
basics in the following, we find it appropriate to refer here to a
support that is generally included in the explanation. It is about the
definition, since the explanation generally tends to the development of a
concept, and the most basic way to negotiate the meaning of the
it is the same trying to encompass it in a definition. Various ways
to build the architecture of the class allows to start with the
definition, include it in the development or close with it. expose it
we or guide its construction through didactic questioning or
of resolving a problematic situation. But they are unthinkable
the explanation and understanding of a concept if we have not tried
build a definition of it. That is, a concept is not left
explained and understood with just stating its definition, but this
contributes to ensuring their understanding and the negotiation of
meanings. The various resources we use in the explanation
Help us to develop, to open a concept, to unfold aspects
divergent from a theme, to make movements of rliastole; Ia
definition allows us to perform the systolic movement to ensure
the necessary convergence required by scientific knowledge. And
Given that teacher training curricula include scant
(philosophical urination, even less epistemological, and little or nothing of
Logic, it is worth asking the teachers to construct definitions.
of the concepts we address in our discipline? Perhaps they are
redundant references to the (definition for many teachers
specialists in various fields of knowledge. But coherent
with the principle of non-obviousness explained above, we find it useful
clarify some issues regarding this. We understand by definition the
expansion or clarification of a concept. In the definition remain
explained the notes contained in the concept that is intended to be defined,
The definition expands the meaning of a term through a
descriptive plot that clearly defines the generic characteristics
and differentials of the object to which it refers. From the point of view of
classical logic, the definition is a judgment whose predicate refers to the
subject with a universal scope, therefore having to encompass it and
understand it in the most complete way. Understood this way, the defi-
A definition is constructed by the proximate genus and the specific difference.
It is generally expressed in a judgment in which the subject is the concept.
defined, the predicate is the true definition. From logic
Traditionally, some basic rules of the definition are made explicit, such as
how: 0 the definition should always be clearer than what is defined, - it
defined should not enter into the definition, 'the definition should encompass
everything defined, - must be brief, - it is not advisable to define by
negation. 56 I'm or this way of conceiving the definition is adequate
only to define the iuiccptns that refer to class terms
or properties. When functions, processes or ilt-tinii- are required,
even terms of classes and properties of a certain complexity, the
The traditional concept of definition is limited. Taking into account...
a large part of the terms used in scientific developments
contemporary - iii - they refer to relationships or functions and accepting the
high degree of polysemy "pic characterizes words, a meaning
most current of the concept of definition. Please include in it the
development of aspects such as the description: the iii-gr 'n, the example,
the counterexample, and make the theoretical contextualization necessary
historical of the concepts. The definition alone is not a recu 'o
sufficiently didactic since, as Chaliners says, "we have to reject
the beginnings as a fundamental procedure to establish
meanings. Concepts can only be defined in relation to others.
concepts whose meanings are already given. If the following of these
last concepts are also established by definition, it is evident
that an infinite regression is proflected as long as they are known by
other means I ignite some terms" (1988, 112). This is
Thus, because 'the meaning of concepts depends on the theory in the
that appear". Therefore, the use of the definition as a didactic resource
it also makes sense within a broader explanatory structure
broadens. _ But the recognition of the complexity of the process of
Defining and the polysemy of terms does not exempt us from the effort.
of rigor in training. of scientific concepts. The definition
It is an essential process in the formation of concepts.
the growth of a scientific discipline always involves development
of a system of specialized concepts and terminology
scientific. To know and understand the concepts and terminology of
the discipline to be taught is an essential condition to achieve
the didactic transposition. 3.2.2 Examples of the didactic use of the
explanation and definition at different levels and disciplines. In this
paragraph we see how examples, uses, characteristics are articulated,
variations of the information to address its explanation. The text
 continue describing the characteristics of the different media of
information accompanied by images and concludes with exercises for
the students. "THE NEWS The information Every day we give and
we receive information, sometimes without realizing it, we exchange
information at every moment, We find out, for example, the schedule
from the arrival of a store, the weather forecast, the reading of some
evaluation or the price of a product we want to buy 57
11. [Link] varies depending on who provides it (an employee or
a broadcaster, for example) the medium through which it is transmitted (television,
The radio or the daily) How good the information must be, it will be given.
complete and accurate, It (ampleta l 0 answers these questions: what
who did it
"Tunseeuenria aimed for an economic reform"
This will hinder an equitable distribution of goods and resources.
this reform constitutes the greatest guarantee for a country not to
give way to communism. The sects take/ worship: they understood that
Underdevelopment was a fundamental problem, which equated to
to say that everything was underdeveloped was a potential Extract of. Mérega,
H yotros (1997) - Example of explanation in which it is articulated:
definition, characteristics, elements, narration WHAT are They
Walls? Myths are fabulous stories that will try to explain it.
longer than the work. of man or of the phenomena of nature; The myth
relates the events as if they were magical—supernatural—.
And not as if everyday reality constitutes an essential element
in the life and culture of Puebla; pl-mign V01 P°Wue express the
We feel Language 5 EGB Brazil 'Santillana, S2. P3150 By Lada
a community). Over time, these stories 'went
transforming gram; 3 ¡to the imagination. of whom the narnrba or to the
Inexact instructions of the men-lona, the WÍIDSi just like it - to the literature -
Folkloric. They run the risk of getting lost if they are not continued to be told.
There are written records that address the communist mind.
In this case, only they should be helped
economically the countries with "reliable" governments,
prohibition of wrinkles from the United States and arricurnunislas,
park if it helped a country Idea logically ambiguous, it was little / the
to be strengthening the enemy of the war the I Ertiaido le; Rins', E. c.
v Winter, M r. (1997) Argentina: A MYSTERY to think about 17754996
BS AS Kapelusz, 434-485. - The following text is a good example of
explanation, since the author proposes, through an analysis of the
main events that occurred in Europe in the 16th century
XVII, especially with the emergence of nascent capitalism, if you
It can talk about uniform progress in European development. But to
At the same time, relate this proposal to the political and economic crises that
absolute states suffered throughout the seventeenth century, extracting
conclusions from there. The text, then, makes sense and can
to be subject to interpretation and the establishment of events
analyzed and the beliefs of the community. they preserve this
allows that 3rd The myth is a I ' ' i , . ' rich For what 2:03‘: translates lolclo-
sounds of cultures, traditions and cos-‘ ' i 5 ¡"‘ V‘ "W (without a- (names of
any bread: from the mun-ror cone 'd , " ' . "by! "Gb 0) "ini (se tidisrrirte
from them, get to know them. they are formed and the -'¡C3 , and PDPW" (it is com-
study, ' "and is" _ Extracted from Bavio, C. (Z000) Language 7 BS AS
Hat, 36. ÏÏZ ÏZÏÏQÍIÁÏÉÍÁïíïïéïfïíïiïïïml“ Z" °' m‘ “° 5°'“‘“°'? ‘° “a” el
of underdevelopment but rather addresses the essential concepts such as
various positions in debates on the state and the relationship between
the United States regarding Amjy Ï p? 'more snowfalls carried out by
Cuban action in particular, of this mu 'anna' in general and to the rave-lu-
they give the same meaning and can be the subject of
interpretation and not just description. Underdevelopment and
the fundamental debate of 'Veyigïïulzdesarrullo was a
problem admitted by all, but they were posed of [agb] rr/ to raffle
from the possible rolls/clones, since it was linked)'; 51 ¡ma pa arr a .
United States to the option: rarrlunismarcapiialis- mo. The
opinions were divided / I would say: Tania in the United States bed In the
Classes direct you the rirolamerlranas. ' mm S’; 5951035, lïoïrïeslsias
they understood that underdevelopment was a problem to be tackled and was linked
to the unequal distribution of wealth, in European progress
According to the Ililurüldur we are sum. A llluflfikinnm llum-mae Lo. Illuminate.
mn (n-nnllrll uxnprvudr-rquu lïuvpu m mmm lil-un. «r BÍfiÍO w mu. r-l
Hello in this period. Please, I will cancel the utility.
that the Renaissance. The Rainrllra and the incipient mp l!

that one misleads the URL, and nonetheless for Attractive that this ulntoptn
 result, just 10m4 rnlv has reached patent that the ¡mus l—l 740
lucrull ' 'l| witnesses of rllru ¡'ri-sis ¡'Clrlïúllllcn and lxllílira. Some tlL' the
cillavteristicus Ínmili (‘S (iPi century lvillfl» (ltvlïlil. [.1 devastation ¡wsle and
the requirements for public health. 1.. i l. highlighted place, to lnvdiadrls
In the century, a crisis was observed m ('trauma of silnillln of l-
‘slauolncluu. l. ..) la(l nda (le ¡Mil was the period in which inlporkatlles
The murderer in the school. France.
Succia. (Ïal u. Portugal and Naples: Is socialism just a blow to the isthmus
In turmoil, Germany sums up its latest and despairing news.
resonvlllsinnes of the (¡uma of the 'Thirty ÁÏlUR Fslu double- r-risrs of
13th century (Ir- important to criticize for the comprehension of the llltuult)
rnutlornn. ya (¿that the u part from here where they originated the
Capitalist society and the Blndo nllmcráncu.
pJwdr- and I ¡uvkgvfilñ Muiro, w L 198€ Extracted from: Mérega, H and others
(1997) Social Sciences History of 5th year of me. B5. As. Santillana,
91‘ em —. .g=—‘ ‘aregxg 4 . —mi 59
12. 12.' Example of explanations to schemes, used in
Learning Psychology. thread 2.24 'omic d . . ¡ . . s o cprana min
significant inquiry into the slack of your customization, Established idea {A New-
you are, you are. Subordinate learning: 4. Inclusion Is it worth it In the
inclusion tie-ram' order A and represents another criterion of the concept
A. pe B. Inclusion runs/ a year! the new information is vn ' , . Inclusion
An idea supports the extension of A. {xase changes the attributes
and reintroducing new relevant examples. Same established / l
New and ' , ,. In the correlative inclusion. the new information v is
linked to the 'd a X . . l o, Peru or an extension, modification or
limitation dc X The ambulance r - them of criterion of the cun- aepio included uea
I - . . mm n in being excluded or modified in new inclusion
2- Super-ordinary Learning: !dm num A _, A Ideas
established af a. u. In the superordinate learning, 'V730' temples
more specific of ln ordered A is defined by a co with the ideas
subordinate clauses. 1. Cumbinalurlu learning: lu. » established ideas
you, a, and a, e; "they know new idea A and connect to A. The super idea.
new nice LI: ¡criteria that üblr'idea nucm ¡l—- 5.5.0
Established ideas in the ührendlta}: combining it with the new idea A v- -»
existing B, c r n ' -«. ‘i É’. m“ F‘? MRW" Cv" is ¡dm s , but it is not
more inclusion n. more. specify that the ideas a, c, and D. In any case,
sc cai-islam ue l 'a> . . me in common w' l' ¡dm preliminary new
A tune some llnbulos du tn. Extracted from Ausubel, D. And others (Z000).
Educational Psychology Mexito. Trillas, 71, ' (ïíïíïïo e? that is used the
explanation to address the concept of 'solu- a , , . _ . , . ,, . P a WB
calculating description, examples, narration, relationships. "A
solution called ñandú What is an adaptive solution? A
set of traits - can be anatomical - ' 4 - -, , 'tanzronicfis,
behavioral, psychological - that occurs in different groups possible-
band. :6 and s: reg/ ivan or prosper. An example is the animals with
flight, yes, we know, birds, mammals, and maybe reptiles, it
They developed the ñandil, right where you see it, it could very well be one of
those solutions. To begin with, there are similar iorrnas almost point by
point in Álrica (the ostrich) and in Australia (the emu). Thus, three masses
continental, in similar environments, have related forms
What can we define as expressions of the same scheme?
adaptedly, a scheme that already existed before, back in the Cretaceous period (about
250 million years before us), in the form of a dinosaur
saunsquio, the Struthlomlmus (a name that in a more literal translation
less free means "to which it (the ostrich) goes". It was the size of
a rhea, and its body was of similar proportions. For with three
fingers, the skull was similar to that of the birds that appeared because of that
era época) and they had no teeth but a beak. Quite a peculiar thing, because
skin- from hunting dinosaurs. As we see that peculiar profile that
Wandering through the great plains is not an accident of the
nature, a kind of balance built with scraps of the
evolution, It is an adaptive solution I Extracted from Ferrari, H (1994)
Great pair. In Wildlife Magazine No. 39, BS AS Life Foundation
Silvestre, 35 -He explains in Natural Sciences: all beings
living beings breathe; therefore, plants are also born. Just like the
animals, plants take oxygen from the air and expel carbon dioxide
Carbon The process of respiration is carried out through some orifices.
very small, invisible to our eyes, that are located,
mainly, in the roots. Plants also need to eliminate
part of the water they absorb. The removal of water is known as
of sweating, and it also occurs through the small
holes in the leaves. All living beings breathe; therefore, the
 plants do the same as animals, plants turn
oxygen from the air and expel carbon dioxide. The process of
breathing takes place through very small orifices,
invisible to our eyes, that are located mainly on the leaves.
Plants also need to eliminate some of the water they absorb.
The removal of water is called transpiration, and it is carried out
also through the small holes in the leaves _ , _Ï, __, . . ,_
_ Wï, _J Extracted from Manual 3 (1994) Bs As Santillana, 155 ()|
13. 13.62The explanation in the EGBl, with Mathematics, using the
story: 1.: r i' "i "1-' H ‘ e ' l rm I Carlota to go out: (ln Han. (mmm um ll "
hirciriri mnlr'-iii: illr: ii, lun pm nn (ÏÍJITIHIIJ very clerical. Cliltnllt)
The sun is shining brightly, and the landscape looks beautiful.
When he arrived, I will see if I can make it.
followed snllmirliw ' izriiili-mrlri . . ' “'14 995 995 997 995i 10cc from LUOL’
Assertive way - » -. i. i . . «v ». . c piusuilainus of the way that I will send
hzirlulei. putl {lIllUS luljlïjsclllill‘ the numbers one ln I'U(Il¿l uurnririrzii. m
I extracted from: Manual a (1994) Santillana, Buenos
Aires, vs. - The explanation in the EGBl, in Mathematics, using the
story and the graphic: Operations with natural numbers 'l llr twin «runi-

iiiii, ilii. Do you know? And iii, an i-i iiir, iii. :iii iii l| lll' znuustru lc lltgtlïnl l.

The additions and sustains Carla number

Extracted from Manual 3 (l 994) Santillana, Buenos Aires, 9D 3.2.3
Proposal of activities - ° Select a topic developed in your
classes. Identify key concepts. - Define those concepts.
Look for those definitions in a common dictionary. ° Look for those
definitions in a scientific book. - Search for those definitions in a
school text.
14. 14.° Compare all the definitions, establishing errors.
limitations of any kind that may obstruct a good
didactic transposition. H i p - Specify what other resources you would use
You, to explain one of 105 concepts m5 - Write that explanation, as
How I would use it in class, p l - I looked for the topic in one of the books of
Text that is usually used ' Describe how it is realized in him the
explanation of the topic. I appreciate the didactic transposition achieved in
the editorial proposal 3.3 The dialogue and the didactic interrogation 343.1
Theoretical considerations We understand dialogue. in a sense
broad, a conversation between two or more people that
'alternatively express their ideas or feelings in search of
mutual understandings In teaching it has been a node of
Arivíle transmission - degree from antiquity. Let us remember that the
Greeks base their teachings on the dialogue led by the teacher.
around a specific theme A' we have already completed some
consider thoughts about the use of the dialogue of the ¡m5. request in the
it would be extremely sour. We could add here that the semi dialogue. Ico
1 titus and the dream was ' ' » . the illusions of despair unchanged
sgïiíïiiïatiiióiitiitïufri: liiiiila’ Cámlo modqdc destroy analysis technique of
the resistances based on false identities: as a mode of dialogue or age
The Socratic dialogue is dialectical, that is to say, it is the
processiiltigzeïsde 'lt' Pies looks, the learning of questioning
from their own issues A in the dialogue, Socrates attempts, at the same time,
destroy false illusions and build 10:35, moments to the truth and
learn new ways of relationships between men and with the
knowledge. The writings of Plato in the form of dialogues held
with his students in 'Í 913m QÍCmPÏO of the place he occupied in the
methods of transmission and of Knowledge construction in
culture from which we receive a strong influence. _ pedagogically,
the dialogue is more related to its philosophical meaning than
with literary expression. The philosophical dialogue alludes to a way
Dogmatic way of thinking, about the possibility of addressing a problem.
From multiple feet paths, that is to say, it is assimilated to the way of thinking
dialectical From 'this eri' Pectiva, the dialogue around a
theme, with oneself or through them: :5 mnfimde C0" the Process
CÜSHÍÍÏVO Y With its guidance and it can be 'method
rigorous conceptualization. Through oriented dialogue or diluddï
a theme, we carry out rigorous processes of division and
generalization of progressive and integrative synthesis
Therefore, pedagogical dialogue is not fictional, even if the teacher is
expert in a emállc“ a llïllfllï ¿WWW Know the answers of the
students and the direction in deter- 64 determined direction. Because through
what is sought is not to limit that the . little ones express
answers known to him, but rather to guide the process of construction
intellectual. The concept of dialectics emerged intertwined with that of dialogue.
and it was originally understood as the possibility of putting oneself suc
actively in different opposing positions, of thinking alternatively
the multiplicity and the unity; to: reattached if ever the idea of movement,
of flexible thinking, of complex reality. the techniques in history
from extensive and varied developments of Philosophy, more evaluations or
less positive. It is a central theme with Plato, with Hegel, in the philosophers.
Marxists. We don't need distractions here with the little details to carry out each
one of these lilosolhs regarding this. We will only take a few
Regularities that help us clarify the importance of the training.
dialectical in teaching. Dialectics always implies negation
from this reality for tlesplcgai' and mndtr to create an idea. It assumes the
recognition dcl movimictitti, always generates movimicirltu, for
How much implies thesis, antithesis, and synthesis. It has been recognized not stylistically.
as a way to know reality but as a means to
transformait. The dialectic leads to the establishment of a new
logic that broke with the principles of identity, of contradiction and
third excluded from formal logic. For it is part of the recognition
from the historicity of alienations that can be contradictory without
mutually refusing, according to the production context. The logic
dialectics formulates the principles of negation of ttegztcitïti. from the step
from quantity to quality and from the coincidence of opposites. With
These are brief considerations regarding the dialectic we want.
emphasize that when we talk about dialogue in a philosophical sense,
we refer to a mode of intellectual procedure that
it allows us to understand aspects of reality that would remain
incomprehensible from a linear way of thinking. As already
we previously pointed out dialogue as a form of teaching pier—
of space in the Middle Ages, when the closed conception about the
privileged knowledge almost exclusively the ways of
expository transmission, reading without discussion or analysis, the
passive reception of information. Essentially from the
tmiverszllizzicación of the school, of the influence of pedagogues that,
 like Comenius, they care about the transmission of the
knowledge, and especially from the import of the current
active as a reaction to passive transmission, they recover
again the dialogued forms in teaching. The
conversation constituted an important moment of the class even in the
traditional school. It was the time when the teacher placed the student
in contact with the subject, I was trying to connect it with other topics
daily. I have to replace it with the new one and find out some
prior knowledge, even though the psychology of learning still
I wasn't talking about it. However, it is important to distinguish between dialogue and
conversation. Without tlcscanttn this last one as a form of communication
valid among teachers and illllllllltlx. cnlcn let's say the conversation is
a way of communication ¡nas librc and ¿rsistcnnitit-u, while the
Pedagogical dialogue has functions and characteristics.
15. [Link] we will try to analyze. The conversation has a
limited scope in teaching, as the latter implies a
theme around which one speaks with an instructive purpose that
the teacher cannot evade. The conversation in the classroom was deleted
in technocratic or very authoritarian instructional models, in
deterioration of the good climate in the class. But sometimes also 'used
exaggeratedly by teachers who almost exclusively favor
the emotional relationships, neglecting the treatment of the content. The
dialogue, unlike conversation, involves a construction in
common, a cognitive interest in the pursuit of understanding,
knowledge or agreement; it is based on concern and
commitment on a topic that relates to the involved actors
in it. It is not a succession of questions and answers between two
or more participants. Dialogue implies association and cooperation.
willing to understand or to avoid possible disagreements,
misunderstandings or confusions. The dialogue acquired theoretical status in the
pedagogy fundamentally based on Paulo Freire, who argues
The relationship ¡vedagógicti is essentially a relationship
dialectical. Opposed to dialogical education is banking education,
demand for this last one that makes the educational process a
act in which we deposit contents in our students. who
through the exercise of the activity they receive impositions or allocations
from others; a process that produces an emptying in consciousness. The
Banking education serves to domesticate, it denies the creativity of
man and his ability to know and transform the world. For
Freire, cl (dialogue is the encounter between men)
world, which allows them to pronounce it, problematize it, and transform it.
Dialogic education is based on fundamental principles such as
the relational character of dialogue, a constructivist view of
knowledge and a non-self-limiting conception of teaching
Dialogic education is liberating because it allows
the transition from naïve consciousness to critical consciousness. The process of
awareness is produced by a logical act of knowledge that
allows to unveil reality in order to understand it and transform it. The
education in Freire is both a pedagogical act and a political act,
and they are possible through dialogue. Coinciding with the
valuable contributions received from Philosophy and Pedagogy,
we recover dialogue as an important tool for both
to concretize complex intellectual processes in order to generate a
participatory and committed climate. Fulfills in teaching
multiple purposes, since it allows to channel the treatment of
theme based on the students' interventions, obtain
immediate information about the construction process that is being
carrying out the students and, from there, guide our
didactic decisions. In the process of constructing new
knowledge, dialogue serves various functions such as:
discovery, exploration, questioning. It requires, on the part of
the involved actors, participation, commitment. reciprocity. They are
necessary, also, communicative capacities such as openness,
interés
of listening, desire. ability to reinterpret what the other tells us
it means hope regarding the possibility of understanding and
to make ourselves understood. Dialogue implies the ability to maintain l 66 iiiantcner
I think of many viewpoints and, at the same time, the basic interest in the
a specification of a common meaning. Understood this way, dialogue can be
at the same time | lL‘ll1])0 a good instrument for development of
critical, reflective, complex thinking, as for negotiation of
meanings, Both processes are essential in transmission
and appropriation of scientific content, a substantial function of the
school. Following Burbules, we maintain that dialogue is not
not only an instrument but a practice, because in it theory and
practice and, like all practice, is learned through imitation,
the experimentation, of the exercise. As already pointed out, Burbules
refers to the dialogue with the metaphor of the game, which implies a
permanent back and forth between the players implies rules but, at the same time,
spontaneity and creativity; it imposes sociability but, at the same time,
individuality; it is learned by doing. it envelops all of us actors
involved. the Pillar of communication is established, but also
it implies conflict. The pedagogical dialogue is the activity directed towards
discovery) and to a new understanding that enhances cl
knowledge, intelligence or the sensitivity of those who participate
in it. It encompasses the cognitive, affective, and social levels. If the tllúlogt) is
praxis assumes a relationship between two or more subjects and a theme or
content - do. The elements of the pedagogical dialogue are those of the triad
didactics: the teacher, the students, and the content. _ _ Dialogue, as
social practice, responds to rules that fulfill regulatory functions
Constructive and instructive, rules that are both signals for learning.
the social and that allow the transition from heteronomy to autonomy. In
the game of dialogue articulated, in different moves that suppose
rules, creativity and contextualization, elements such as:
questions, answers, constructive statements that tend to lead
the construction of a particular line of development, statements
reorienters that tend to divert the dialogue from the axis that was being followed
tomato, regulatory entities that refer not to the substance of
the discussion but to the process itself. Dialogue in teaching does not
is fundamentally aimed at "giving" or "depositing" ideas in the
students, but rather to "create opportunities and occasions in the
that they, given their questions, needs, and purposes,
little by little they build a more mature understanding of themselves,
of the world and of the understanding that, by definition, must be
specific to them. The scaffolding process in teaching shows
that there is not necessarily incompatibility between a role
significant for the teacher in the dialogue and an active conception and
"respectful of the student" (Burbules 1999, 34 and 35). The dialogue is
fundamental in social interaction because language is used and
create by talking with others. The word is born with dialogue and if
 we start from the recognition of the close link between
thought and language, the importance of the
dialogue in social interactions and in education. We think and
we constantly engage in dialogue with ourselves, with the
Furthermore, with the world. Thought is being constituted by the
internalization of communicative interactions that we maintain with
others from a very early age.
16. [Link] says, "our language is a fabric of the
new and old, in which new uses are intertwined with old uses
previous ones. Our clichés, our slogans, our proverbs and the
network of connotations associated with each statement contains within itself
a story of agreements and disagreements in previous conversations
(i999, 35). The word is born and takes shape in dialogue. Through the
dialogue that enables us the language, we articulate present, past and
future The language is not only the means of dialogue but also its
product. The dialogue, in general, establishes bonds.
social; pedagogical dialogue implies, in addition, a relationship
epistemological that unites the teacher and the student in the common act of
to know and recognize the object of study The dialogue does not demand the
identity of the participants nor seeks to eliminate the differences under the
pretext of consensus, since without its recognition.
It is impossible to think of the educational act. 'The search for an understanding'
mutual or an 'agreement on any issue of common interest not
It forcibly threatens the difference, nor is it seen alienated by it.
the fundamental criterion that applies here is whether to
understanding or the agreement is reached in such a way that the
participants deceive their chances of a whole domain of opportunities
to question, subject to testing or put into doubt the point of view of
another" (Burbules, 1999, 54). As the author points out. the tension that is
at the base of all dialogical relationships, and therefore of all relationships
teacher a. it's just that the parts must be quite similar
so that communication occurs, but different enough to
make the relationship worthwhile. The back-and-forth movement of
divergent thinking and convergent thinking is the
dynamic of dialogue and teaching. We understand by
divergent thinking that is separated or progressive
in various lines like rays of light, the one who tries to differentiate himself,
seek other points of view. When we talk about thinking
convergent, we get into the process through which we do the
progressive path of the search for shared meanings,
return to the starting point from the superior position that was provided to us
the journey undertaken. The dialectic between divergence and convergence
is central in dialogue and in the processes of teaching and learning
design. If the pedagogical relationship is based on the assumption that a
the teacher knows more about something than the student. otherwise
it would lose its reason for being, how to ensure that the authority that gives it
grants that knowledge more about an area of knowledge does not transform
in authoritarianism that leads him to believe that he knows more about everything and that by
Thus, can one have absolute decision-making power? This is a
constitutive tension of the pedagogical relationship, inevitable and sharpens
for the classification of hierarchies that occurs in institutions
educational. An open attitude towards dialogue and, at the same time, solid in what
refers to the teacher's extensive knowledge facilitating the transition through that
tension. It is important for the teacher to have a democratic attitude,
open, listening while being able to exercise the authority that
it grants the knowledge it has, because otherwise not
the necessary transfer takes place in every educational act. It is
it is necessary for the other to recognize a knowledge in us so that we
Listen, 68 As we mentioned above, dialogue implies
relationships that are not only cognitive but also affective. The strategies
what we use to communicate, such as the examples, the
metaphor
open communicative channels promote understanding and
empathy. The dialogue operates on cognitive, affective, and social levels.
The metaphor of the game that Burbules uses to refer to dialogue lc.
allows finding regularities such as that both not only
imports the product but not the process itself, and that they also have the
particularity (lc cnvolvci‘ to the pai ' jiantes. Also, that both the
I remember how disagreement, the settlements like the differences.
central as well as the marginal remain permanent for 'cnlcs We
We also found these characteristics in the class.
another part, both in the game called in cl (llállogt) and in the class, the
the skills that are developed are beneficial for future opportunities,
Dialogs or aprcml. cs and it's worth pcrsi. go with them even if sometimes
this becomes (lilictiltosti. The question is a usual way that tends to
‘iltloplill’ cl Llltilugt) cn gcncr l y cl ilitiltigi) ¡Jcclngógicti en jiarticular. lïn
the most active forms of TLC teach science the central role it has
the ¡Jreguntti as a means of putting in tension the dialectic between
convergent and divergent thinking. The Socratic method and the
Plato's dialogues revolve around questions and inquiries.
The renovated chair placed the motivating and mobilizing question.
as a basic and central way with the class. Eii the didactics
traditionally, the question only fulfilled the goal of probing knowledge
acquired by the tilunmo. The conductism) rctlticc the question to
an instrument that generates and reinforces desired behaviors, such as
responses to external stimuli. Based on the contributions of
constructivism and following the link of the new didactics, the question
didactics fulfills various roles, such as: itidagzii' l< ono- knowledge
Previous students generate conflict, shooting at the establishment.
of relationships of similarities and differences, to facilitate the differentiation
progressive and the integrative reconciliation, help to connect the
new knowledge with the old, ensure the application
significant of the new typologies. The question is one of the
most important elements of the pedagogical dialogue as it shapes it and
configure, set the real agenda, generate conflict, guide the change
conceptual. While the informational question only inquires about what the
illlllllllo knows or not with the purpose of qualifying can fulfill a function
dialogical tint, the pedagogical question with the objective of promoting the
Inviting is an invitation to dialogue, to participation, to
questioning and understanding, it mobilizes, therefore, aspects
affective, social, and cognitive aspects of the subject that it addresses. The question
dialogue suspends the rushed trial that inhibits diversity of
responses. One of the main challenges of the relationship (ilalÓgiCZl
that all questions can be asked without it being a
threat to the relationship itself. When Gaudig, at the beginning of
the 20th century questions the question tlidacticn, referring to it
traditional approach to teaching, common at the time. In bathtub
widely spread criticism of the teacher's 'forms of questioning'. Gaudig points out
that in school there are fictitious questions. because they are totally
 oriented towards the student responding to something that the teacher already knows. By
Hello proposes that it be the ¿ilimiiiu (79

17. [Link] one who asks is the one who does not know, and the teacher
Whoever responds, sure. As we already pointed out, Hans.
Aebli (1988, 3 l 0) questions this appraisal of Gaudig, precisely
Why do you think that this author reduces the didactic question to the
informative. Aebli understands the didactic question as the resource of
what the teacher can do to invite thinking, to sharpen the diverse
viewpoints, to guide the operation construction process,
concepts, theories; questions that guide learning from a
situation of dependence to a greater degree of autonomy. "The
didactic questioning has been shown to be one of the most
important means of guidance for the student's mental work.
Guide in the construction. independence in the ziplication", it points out
Aebli (1988, 3 l 3). The question that leads to a demonstration
geometric, zilgorithmic, is also licit and unlldléllógitïïl.
Once again we find ourselves here with another constitutive tension of the
pedagogical relationship, which is being resolved from the creative use
and rigorous of the game rules of the lti class. lil tiso articulated tle
divergent and convergent questions and various linear forms of
and 'ñar helps us solve the issue of opening, how to connect, at the same time
to guide the construction towards socially shared meanings.
The cultivation of various types of apparent questions, alluding to,
genuine, convergents, divergent, acharts, closed, explicit
implicit. questioning, skeptical. productive, it can be
to materialize in various ways in the architecture of the class.
Finally, we can synthesize the didactic value of the question.
pointing out that one of the purposes of education is to generate
new questions. that is to say, the learning to ask questions
recreate dcl world. 3.3.2 Examples of the educational use of dialogue and of
interrogation: - Example of the use of interrogation to introduce the topic
uses of language, based on the interests and prior ideas of the
students Dllltllllt' tuilu cl l rcrtttlirtniiwx' rnnrimrr n: ' {(l7ï1di'. !)ui la: l ien
a raiésce _ s, HEINEIWCS. mm, , 2 cines, for the t’ i ri: iiitutiu cum. (lltllltitl
results will come on your little work (intimate mix with the hellish)
How do you put up with the guns? From whom?
 (lala ' sus letufl a ¿PUECÉW ‘remembering a o ns letter zarrela cr in; ¿ai-
name trs' Recon: r a between zedc; H ¿Term r-itrll) c' ¿(which is 5.. '!-12:
0. in cook ma'ca'lo tcri its more J: 'rx ln that lltK lfSlliitl A mn titiuctivo
tlc rllux? v. What Stillklíiitlit’) '-Ïvllt}: zli'ipii‘rlriit.7. Extracted from. Mérega,
H and others (1997) Language 5 EGB B5 A5 Santillana, 78, 79 sample of a
evaluative interrogation: Evaluation.
What! I have sum lu intepmi, stm rurnpoiaeit nl »'i. <I had suliu'. as stars.
the planet: h; }| |l4|(e and planet, 'if 7.2| plxtiehwiu Xola! ' «the aruerrlo
with ¡r-iu. the. .. saint-little. »- mu» gli-sm-2mm o] “mmm-t. lie u» ¡Jlunklas
What a relief it is! I’m ...
Wlllnrc. ‘ ti. lztiliiple etIttlt-s -uii lzi-vaqvus de la amm ‘ll w-lm‘ ' ‘el-Mie
I. ..» e: iuteriqittis iv| _ iirñtit‘ Ill i. ll¡| l‘. ¿L'<iiiii. .u iirmtuz-u "lll eclir-‘rï’
e». Run t'. -' a galnïliiï’ 147. lmliqiut- inn-e. - my uiii- liI/ .. and a ¡uirstviu
ii. To our light 'mu'. prullilfllïrs' xumiuu- lu- qm- www Extracto de
Geography General AslayNrita B5 As Kapelusz, 17 -
Example of an interview intended to understand 'the prior notions'
and to generate cognitive conflict with preschool children regarding the topic
from 'water': PROBLEMATIC QUESTIONS: They are ¡in-gi-¡rsrier
building ties to create umtlirros coJ"i‘ï'V'ï’5 9-" El’ ""7" Some examples
For this theme, they would be: - Does the water have bubbles? or Can we?
to be born with more bubbles? - What happens to the water when it
We put detergent 0. Does the water have color? What do you think?
add it so that it has (smell? or where does the water come from a
waterfall? - How do plants take in water? - What can we use
dirty the water? How can we clean it up when
está sucia? o ¿Se hundirá un lápiz? v ¿Se hundirá un lio/ lira de papel?
Extracted from Maricuso, M A. et al. (1997) The
Natural sciences at the Initial Level. Hs. As Natural Group, it is 7l
18. 18.72Use of the didactic interrogation to guide the
Construction of the concept 'protective color': - Example of interrogation
to guide a physicochemical experience: Pmfrrcr. ¡Qurrrlzmoi
vegetable. for a. why 12 hcmbi: to the paiosilvcilrr uuu a plumaie a
I don't know. Mido, (not pumas. Miciidus what: the macho what me? Mr. colon:
ihmilivnl. Do you have any idea why c; like this' - Admiumns that you ¿an roda iipo
It is a punishment but what: do not even tell what: see! still with them sending me
PI9/(10V'cI'tn)rIhDun. .." in piímex mw. dúnd: ima: me ¡"mi y (¿mn
inrub: m: hurvas. Any d: vumtioi In ha nbsrruáo’: Rripuau m. xp. J/
Umrl tu: "Lo! For: sihestres ¡onsiruitii sui nidos basimic Ma! dd water.
in ¡in-HA plain The: eggs ion mzubzdas hen hcmbia. Pummccr
Armada tells us to forget the worries and leave it behind.
Some moments I could imagine (mountains that are prligics
Mom, I am calling you because I miss you.
rncmígui The!! Oirn is one of them: . I'm/ nor. Reroidrmus rnicnrzs el roloi
From what I understand, the main thing is what Indra suggests.
xobi< everything in 1m (almera A/ "mno: .u female of the para n a: mlni could
and also here together: and I. number my: my modesty. Oh! one will not be able to my. well.
If not I: drsfllhlc. I don't know the details and I. What comes in. The pen could go to Rome
unflmufliits Pra/ nur: .sr. the necklace could pioiegc .1 m; .1. Po: eHc te
Extracted from. Aebli, H 11 988) Twelve Iolmas
basics of teaching. Madrid. Narcea, 224,225. Let's analyze some
react: give change MSI/ on 7 Search for the most significant srjgidsliles: -
Aslilïidemdwarbicnmca - Tromflocímónmiúnsm - Auicai - Fuslclos -
name ae panel - cioiiya de ¡odie isa! de con nai - nm cs mn - Cover my:
Have you taken a uuzu of cansan mori mo and with Il
Vusfvrv. What is Avivu? Mega snow-i- so semi: ei. Is the camu?
Cdmhlllhbla’ Could I see an anonymous squid-w in
To combustion? In what object the arms: have you seen using 5| carbon cam
Smmuslible, place a little bit on the {cpu my-ica and it should work.
cucumber Fania 5mm and Lima-a (Very nice mmm ¿C44
ahscrvns? Did it burn? ¡l ¡mua ¿»me reaction of mii-msm'? Can you
usni ii Nmhusllón not sugar like mmm da cala" Why? , _.. I
Exlialdo from: Roiando, A. and Pasquali, R (1992) Physical-Chemistry Series
Silver. Bs. As. Aique, 141. - Example of an evaluative interrogation: D.
-MOLECULAR THEORY 1 Contact: ax, , What is ¡‘Icvmiíefllu sl
What about translation?! Did Leia say something about my science? It has a...
I need to find the items you mentioned.
the movements #4"? G . . Fxiraldu of Rolando. A. and Pasuuaü, R.
Physical Chemistry, Sene mm. Bs A; Alque. 43 , - » , . i ' > ' ' a .
In this activity, you can see the use of the pair interrogation.
tri _| possible preconceptions of your students. . . . . n . u . ’. i. : Enmu-
grammarii nm-‘nasiiiirih¡unn-u- lni ui/ hlttrfllïlkunldíi’ Sumar u 1 , ¿.r¡, ,,(_

i‘. mw . “mmm 1. Linux (what do you mean

lnnwiilaíileiiieiile, uu pudimm Mmm! ¡mn In que (‘hit-Ion kh (‘mms i‘ (M
I am HIIIN (I'm! us urinary; in mmm. Quo hiiliírran minimum ismies: pit/
Mila; I'm the Hidnlva. cum. .. oh, r HR m r/ Hiwnn W ¡ giviaivum www. HW
HJÉSLVW 17444: '71D srvvïvdfl! animate; I m friend, MMM. 1.; mmm" a
v! gripe (omplelvii "u w (imdtiiiu the nobles: who remained in a Nani n
WN izMM yo _ MW“ m’ ¡u dm 44 ¿Mim Extracted from. Estrada Manual
4th grade (1994) Bs A5., 242 73