Abstract
This article deals with the problem of the proper interpretation of discourse between students and teachers in classrooms. First, several interpretations of a concrete classroom protocol dealing with the paradigmatic case of static forces are discussed: an “ordinary” teacher's analysis, an analysis in terms of misconceptions, and an analysis in terms of alternative conceptions. Though they represent common ideas from the literature, it is argued that those analyses all in some way misinterpret the discourse. By drawing on Davidson's principle of charity and by distinguishing between belief and meaning, we present an analysis that in our opinion interprets the discourse correctly. Its consequences for teaching are discussed, as well as its foundation in Davidson's philosophy. © 1996 John Wiley & Sons, Inc.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
