Abstract

Lecturers versus Conversationalists. Rev. colomb. educ. [online]. 2013, n.64, pp.273-307. ISSN 0120-3916.

This paper responds to the conviction that the concept of style has great utility for the study of all things that happen in the educative situation. In this context, it aims to contribute to the identification of theoretical and empirical connections between cognitive style and teaching style. Specifically, the paper explores a possible communicative dimension of teaching style. Based on bivariate and multivariate analyses of discourse samples from six school science teachers, the paper describes various teaching approaches with respect to forms of discursive participation in class and discourse modalities themselves, used to teach science. A particular polarity, lecturer versus conversationalist, stand out due to its closed relationship with cognitive style in the field dependence-independence dimension and its capacity to integrate many of the variables of the analysis.

Keywords : Teaching style; cognitive style; Science; discourse; differences.

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