{"id":106600,"date":"2011-02-02T00:00:00","date_gmt":"2011-02-02T00:00:00","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/ana-lisi-del-llibre-de-text-de-qua%c2%admica-com-a-discurs-dida-ctic-multimodal\/"},"modified":"2011-02-02T00:00:00","modified_gmt":"2011-02-02T00:00:00","slug":"ana-lisi-del-llibre-de-text-de-qua%c2%admica-com-a-discurs-dida-ctic-multimodal","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/quimica\/ana-lisi-del-llibre-de-text-de-qua%c2%admica-com-a-discurs-dida-ctic-multimodal\/","title":{"rendered":"An\u00c1\u00a0lisi del llibre de text de qu\u00edmica com a discurs did\u00c1\u00a0ctic multimodal"},"content":{"rendered":"<h2>Tesis doctoral de <strong> Ainoa Marzabal Blancafort <\/strong><\/h2>\n<p>En esta tesis doctoral analizamos una muestra de tres libros de texto de qu\u00edmica para tercero de eso considerando que se trata de una discurso multimodal que tiene una intencionalidad did\u00e1ctica, en un estudio de caso en el paradigma cualitativo e interpretativo. el objetivo es identificar y caracterizar los estilos did\u00e1cticos que presentan los libros analizados considerando los contenidos que presentan en su discurso, y como estos se materializan en una secuencia que incluye una parte textual expositiva, im\u00e1genes y actividades que, conjuntamente, los autores desarrollan orientados hacia el aprendizaje de los lectores, siguiendo una propuesta que deber\u00eda ser compatible con el ciclo constructivista del aprendizaje. la tesis se articula en tres ejes: el an\u00e1lisis de los contenidos propuestos en los libros de texto representados mediante mapas conceptuales, aplicando el modelo de kintsch y van dijk para la comprensi\u00f3n lectora, el estudio de las funciones que realizan los dos modos semi\u00f3ticos que intervienen: el textual y el visual, a partir de la semi\u00f3tica social de lemke, y finalmente identificando el ciclo de ense\u00f1anza propuestos en los textos a partir de las secuencias did\u00e1cticas, propuestas por jim\u00e9nez y perales. este trabajo nos ha permitido detectar algunas limitaciones que tienen los libros de textos desde una nueva mirada did\u00e1ctica que considera todos los elementos que lo componen. Estos resultados proporcionan criterios a los profesores y autores para modificar las propuestas de los textos escolares y hacerlas m\u00e1s adecuadas desde una aproximaci\u00f3n did\u00e1ctica, y en el \u00e1mbito de la investigaci\u00f3n en did\u00e1ctica de las ciencias experimentales aporta un n\u00facleo de teor\u00eda emergente referido a las estrategias mediante las cuales los textos abordan el ciclo de ense\u00f1anza.<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>An\u00c1\u00a0lisi del llibre de text de qu\u00edmica com a discurs did\u00c1\u00a0ctic multimodal<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 An\u00c1\u00a0lisi del llibre de text de qu\u00edmica com a discurs did\u00c1\u00a0ctic multimodal <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Ainoa Marzabal Blancafort <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Aut\u00f3noma de barcelona<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 02\/02\/2011<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Direcci\u00f3n y tribunal<\/h3>\n<ul>\n<li><strong>Director de la tesis<\/strong>\n<ul>\n<li>Merc\u00e9 Izquierdo Aymerich<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: ferm\u00edn Mar\u00eda Gonz\u00e1lez Garc\u00eda <\/li>\n<li>agust\u00edn Ad\u00fariz-bravo (vocal)<\/li>\n<li>  (vocal)<\/li>\n<li>  (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Ainoa Marzabal Blancafort En esta tesis doctoral analizamos una muestra de tres libros de texto de qu\u00edmica [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"footnotes":""},"categories":[3557,7302,17,22393],"tags":[47095,214478,193589,47096],"class_list":["post-106600","post","type-post","status-publish","format-standard","hentry","category-ensenanza-programada","category-procesos-cognitivos","category-quimica","category-sector-de-la-educacion","tag-agustin-aduriz-bravo","tag-ainoa-marzabal-blancafort","tag-fermin-maria-gonzalez-garcia","tag-merca-izquierdo-aymerich"],"_links":{"self":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts\/106600","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/comments?post=106600"}],"version-history":[{"count":0,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts\/106600\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/media?parent=106600"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/categories?post=106600"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/tags?post=106600"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}