Semantic dimension in the science classroom: yearning circles as a promoter of semantic waves

Abstract

Discussions about the Legitimation Code Theory in Science Teaching research have drawn the attention of researchers who investigate issues related to discursive interactions and argumentation in the classroom. In this study, based on the semantic dimension, we evaluated a teaching situation developed through Yearning Circles, with the aim of explaining and characterizing the gravity and density semantic profiles developed during the discursive interactions. Among the results, it is highlighted that despite discursive interactions between teacher and students and among students themselves in all episodes analyzed, no semantic variation was found between the different levels of severity and density that would allow the formation of semantic waves in the interactions. Both the understanding of semantic gravity in the explanatory limitations of the participants and the semantic density did not allow the circulation of different discourses in the classroom. Therefore, this study indicates that teaching strategies that promote dialogic interactions in the classroom are not enough, it is also necessary to understand how scientific knowledge is produced, circulated, and legitimized in the classroom.