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1.
Argumentation and scientific discourse are essential aspects of science education and inquiry in the 21st century. Student groups often struggle to enact these critical science skills, particularly with challenging content or tasks. Social regulation of learning research addresses the ways groups attempt to navigate such struggles by collectively planning, monitoring, controlling, and reflecting upon their learning in collaborative settings. Such regulation and argumentation can also elicit socioemotional responses and interactions. However, little is known regarding how regulation processes and socioemotional interactions manifest among students involved in small-group discourse about scientific phenomena. As such, in this qualitative study, we explored social regulation of learning, scientific argumentation discourse, and socioemotional interactions in the discussions of two groups of high school physics students (n = 7, n = 6). We found key qualitative distinctions between the two groups, including how they enacted planning activities, their emphasis on challenging other’s ideas versus building shared understanding, and how socioemotional interactions drove discourse. Commonalities across groups included how regulation initiation related to discourse, as well as how the difficulty of the content hindered, and teacher support augmented, the enactment of social regulation. Finally, we found overlapping regulation and discourse codes that provide a foundation for future work. 相似文献
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An Analysis of Teacher Discourse that Introduces Real Science Activities to High School Students 总被引：1，自引：0，他引：1
Most academic science educators encourage teachers to provide their students with access to more authentic science activities. What can and do teachers say to increase students’ interests in participating in opportunities to do real science? What are the discursive resources they draw on to introduce authentic science to students? The purpose of this ethnographic and discourse-analytic study is to investigate the ways in which the activities of scientists are discursively presented to high school students in a biology/career preparation course. Data sources were collected by means of observation, field notes, interviews, and videotaped lessons in an eleventh-grade biology/career preparation course. Drawing on discourse analysis, we investigate the discursive resources—or, more specifically and technically, the interpretative repertoires—teachers used to explain and promote opportunities to engage students in real science activities. Our analysis identifies and characterizes six types of interpretative repertoires: specialized, a-stereotypical, relevant, empirical, emotive, and rare-opportunity. To better understand the “big picture” of how these discursive resources are drawn on in the classroom, we also report on the frequencies of the repertoires in the discourse and the ways in which repertoires changed in the course of teacher-student interactions. The findings of this case study offer teachers and researchers with a better understanding of how specific forms of discourse—i.e., the repertoires—can serve as resources to enhance teacher-introduction of authentic science to students and provide students a bridge between school and authentic science. 相似文献
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Learning science interpreted in existing theoretical frameworks often means that students are assimilated, accommodated or enculturated from the entity of the vernacular world to the entity of the scientific world. However, there are some unsolved questions as to how students can best learn purely a new language or new knowledge of science. The purpose of this study is to conduct microanalysis of moment-to-moment interactions in order to understand how science language is taught and learned in details. Informed by Bakhtin’s dialogism, the analysis indicates that learning science is a process of appropriating authoritative discourse into internally persuasive discourse. Based on our analysis and findings, we propose the framework of discursive evolution to describe the process of teaching and learning the language of science. Four different stages of discursive evolution are identified to demonstrate the discursive changes during the course of science teaching and learning discourse: (a) using deictic references to connect scientific terminologies, (b) understanding science terminologies through its derivatives, (c) communicating science practices conventionally through science terminologies, and (d) communicating science practices innovatively through mutated science terminologies. The findings suggest that science teaching and learning comprise a heterogeneous process which draws on both science and non-science language and is a constantly evolving process. Understanding teaching and learning as a heterogeneous and constantly evolving process allows us to reunite the roles of teachers and students as mutually responsible collaborators rather than science knowledge givers and consumers. 相似文献
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Gregory J. Kelly 《Cultural Studies of Science Education》2012,7(3):535-539
In ??Hybrid discourse practice and science learning?? Kamberelis and Wehunt present a theoretically rich argument about the potential of hybrid discourses for science learning. These discourses draw from different forms of ??talk, social practice, and material practices?? to create interactions that are ??intertextually complex?? and ??interactionally dynamic.?? The hybrid discourse practices are described as involving the dynamic interplay of at least three key elements: ??the lamination of multiple cultural frames, the shifting relations between people and their discourse, and the shifting power relations between and among people.?? Each of these elements requires a respective unit of analysis and are often mutually reinforcing. The authors present a theoretically cogent argument for the study of hybrid discourse practices and identify the potential such discourses may have for science education. This theoretical development leads to an analysis of spoken and written discourse around a set of educational events concerning the investigation of owl pellets by two fifth grade students, their classmates, and teacher. Two discourse segments are presented and analyzed by the authors in detail. The first is a discourse analysis of the dissection of the owl pellet by two students, Kyle and Max. The second analysis examines the science report of these same two students. In this article, I pose a number of questions about the study with the hope that by doing so I expand the conversation around the insightful analysis presented. 相似文献
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In this article, we examine the oral and written discourse processes in a high school physics class and how these discourse processes are related to sociocultural practices in scientific communities. Our theoretical framework is based on sociological and anthropological studies of scientific communities and ethnographies of classroom life. We review the use of discourse analysis as a methodological orientation in science education and provide a logic‐of‐inquiry framing how we used discourse analysis in our ethnographic research. Our ethnographic analysis showed that, through students' participation in creating scientific papers on the physics of sound, their appropriation of scientific discourse was related to the framing activities of the teachers and the social practices established over time in the classroom. Our textual analysis of the student papers focused on how they used evidence to make claims. We explore the lessons learned from participating in the classroom of these students. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 883–915, 1999 相似文献
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Silvania Sousa do Nascimento 《Cultural Studies of Science Education》2013,8(2):497-503
The original article by Kamberelis and Wehunt (2012) discusses an interesting and important research subject in science education as it focus on classroom interactions and the characteristics of the discourse production of interlocutors. The authors start from the premise that discourse heterogeneity is constitutive of social activities, which is supported by others like Mikhail Bakhtin (Speech genres and other late essays. University of Texas Press, Austin, 1981) and Erving Goffman (Frame analysis: an essay on the organization of experience. Harper and Row, London, 1974). They also present the definitions of three key elements that organize hybrid discourse: (a) lamination of multiple cultural frames, (b) shifting relations between people and their discourse, and (c) shifting power relations between people. Finally, the authors analyze how these three elements organize students’ science discourse in the classroom and how it contributes to the creation of a micro-community of practice capable of helping the emergence of a disciplinary knowledge that is legitimized by and strengthens the identity of the group. In the present commentary, I discuss how Michael Foucault’s (1970) concept of discursive procedure may help us to analyze the (often neglected) teacher’s role in the development of hybrid discourse practices. 相似文献
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In this paper, we report on the experiences of three 9th-grade South African students (13–14 years) in doing open science investigation projects for a science expo. A particular focus of this study was the manner in which these students merge the world of school science with their social world to create a hybrid space by appropriating knowledge and resources of the school and home. Within this hybrid space they experienced a deeper, more meaningful and authentic engagement in science practical work. This hybrid space redefined the landscape of the science learning experience for these students, as they could derive the twofold benefit of appropriating support when necessary and at the same time maintain their autonomy over the investigation. For South Africa and quite probably other countries; these findings serve as a guideline as to how opportunities can be created for students to do open science investigations, against prevailing school factors such as large classes, a lack of physical resources, the lack of time for practical work and the demands of syllabus coverage. 相似文献
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Asli Sezen-Barrie Joel Moore Cara E. Roig 《International Journal of Science Education》2013,35(12):2013-2037
Drawn from the norms and rules of their fields, scientists use variety of practices, such as asking questions and arguing based on evidence, to engage in research that will contribute to our understanding of Earth and beyond. In this study, we explore how preservice teachers' learn to teach scientific practices while teaching plate tectonic theory. In particular, our aim is to observe which scientific practices preservice teachers use while teaching an earth science unit, how do they integrate these practices into their lessons, and what challenges do they face during their first time teaching of an earth science content area integrated with scientific practices. The study is designed as a qualitative, exploratory case study of seven preservice teachers while they were learning to teach plate tectonic theory to a group of middle school students. The data were driven from the video records and artifacts of the preservice teachers' learning and teaching processes as well as written reflections on the teaching. Intertextual discourse analysis was used to understand what scientific practices preservice teachers choose to integrate into their teaching experience. Our results showed that preservice teachers chose to focus on four aspects of scientific practices: (1) employing historical understanding of how the theory emerged, (2) encouraging the use of evidence to build up a theory, (3) observation and interpretation of data maps, and (4) collaborative practices in making up the theory. For each of these practices, we also looked at the common challenges faced by preservice teachers by using constant comparative analysis. We observed the practices that preservice teachers decided to use and the challenges they faced, which were determined by what might have come as in their personal history as learners. Therefore, in order to strengthen preservice teachers' background, college courses should be arranged to teach important scientific ideas through scientific practices. In addition, such practices should also reflect the authentic practices of earth scientists such as use of historical record and differentiating observation versus interpretation. 相似文献
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Teachers' learning to facilitate high‐level student thinking: Impact of a video‐based professional development 
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下载免费PDF全文 Attaining the vision for science teaching and learning emphasized in the Framework for K‐12 Science Education and the next generation science standards (NGSS) will require major shifts in teaching practices in many science classrooms. As NGSS‐inspired cognitively demanding tasks begin to appear in more and more science classrooms, facilitating students' engagement in high‐level thinking as they work on these tasks will become an increasingly important instructional challenge to address. This study reports findings from a video‐based professional development effort (i.e., professional development [PD] that use video‐clips of instruction as the main artifact of practice to support teacher learning) to support teachers' learning to select cognitively demanding tasks and to support students' learning during the enactment of these tasks in ways that are aligned with the NGSS vision. Particularly, we focused on the NGSS's charge to get students to make sense of and deeply think about scientific ideas as students try to explain phenomena. Analyses of teachers' pre‐ and post‐PD instruction indicate that PD‐participants began to adopt instructional practices associated with facilitating these kinds of student thinking in their own classrooms. The study has implications for the design of video‐based professional development for science teachers who are learning to facilitate the NGSS vision in science classrooms. 相似文献
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Vision II school science is often stated to be a democratic and inclusive form of science education. But what characterizes
the subject who fits into the Vision II school science? Who is the desirable student and who is constructed as ill-fitting?
This article explores discourses that structure the Vision II science classroom, and how different students construct their
identities inside these discourses. In the article we consider school science as an order of discourses which restricts and
enables what is possible to think and say and what subject-positions those are available and non-available. The results show
that students’ talk about a SSI about body and health is constituted by several discourses. We have analyzed how school science
discourse, body discourse and general school discourse are structuring the discussions. But these discourses are used in different
ways depending on how the students construct their identities in relation to available subject positions, which are dependent
on how students at the same time are “doing” gender and social class. As an example, middle class girls show resistance against
SSI-work since the practice is threatening their identity as “successful students”. This article uses a sociopolitical perspective
in its discussions on inclusion and exclusion in the practice of Vision II. It raises critical issues about the inherited
complexity of SSI with meetings and/or collisions between discourses. Even if the empirical results from this qualitative
study are situated in specific cultural contexts, they contribute with new questions to ask concerning SSI and Vision II school
science. 相似文献
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For students to meaningfully engage in science practices, substantive changes need to occur to deeply entrenched instructional approaches, particularly those related to classroom discourse. Because teachers are critical in establishing how students are permitted to interact in the classroom, it is imperative to examine their role in fostering learning environments in which students carry out science practices. This study explores how teachers describe, or frame, expectations for classroom discussions pertaining to the science practice of argumentation. Specifically, we use the theoretical lens of a participation framework to examine how teachers emphasize particular actions and goals for their students' argumentation. Multiple-case study methodology was used to explore the relationship between two middle school teachers' framing for argumentation, and their students' engagement in an argumentation discussion. Findings revealed that, through talk moves and physical actions, both teachers emphasized the importance of students driving the argumentation and interacting with peers, resulting in students engaging in various types of dialogic interactions. However, variation in the two teachers' language highlighted different purposes for students to do so. One teacher explained that through these interactions, students could learn from peers, which could result in each individual student revising their original argument. The other teacher articulated that by working with peers and sharing ideas, classroom members would develop a communal understanding. These distinct goals aligned with different patterns in students' argumentation discussion, particularly in relation to students building on each other's ideas, which occurred more frequently in the classroom focused on communal understanding. The findings suggest the need to continue supporting teachers in developing and using rich instructional strategies to help students with dialogic interactions related to argumentation. This work also sheds light on the importance of how teachers frame the goals for student engagement in this science practice. 相似文献
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This study examined the role of computer-supported knowledge-building discourse and epistemic reflection in promoting elementary-school students’ scientific epistemology and science learning. The participants were 39 Grade 5 students who were collectively pursuing ideas and inquiry for knowledge advance using Knowledge Forum (KF) while studying a unit on electricity; they also reflected on the epistemic nature of their discourse. A comparison class of 22 students, taught by the same teacher, studied the same unit using the school’s established scientific investigation method. We hypothesised that engaging students in idea-driven and theory-building discourse, as well as scaffolding them to reflect on the epistemic nature of their discourse, would help them understand their own scientific collaborative discourse as a theory-building process, and therefore understand scientific inquiry as an idea-driven and theory-building process. As hypothesised, we found that students engaged in knowledge-building discourse and reflection outperformed comparison students in scientific epistemology and science learning, and that students’ understanding of collaborative discourse predicted their post-test scientific epistemology and science learning. To further understand the epistemic change process among knowledge-building students, we analysed their KF discourse to understand whether and how their epistemic practice had changed after epistemic reflection. The implications on ways of promoting epistemic change are discussed. 相似文献
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Environment and environmental protection are on the forefront of political concerns globally. But how are the media and political discourses concerning these issues mirrored in the public more generally and in the discourses of school science students more specifically? In this study, we analyze the discourse mobilized in whole-class conversations of and interviews with 15- to 16-year-old Swiss junior high school students. We identify two core interpretive repertoires (each unfolding into two second-order repertoires) that turn out to be the building blocks of environmental discourse, which is characteristic not only of these students but also of Swiss society more generally. The analysis of our students’ discourse demonstrates how their use of interpretive repertoires locks them in belief talk that they have no control over ecological issues, which can put them in the danger of falling prey to ecological passivity. As a consequence of our findings we suggest that teachers should be endorsed to interpret their teaching of environmental issues in terms of the enriching and enlarging of their students’ interpretive repertoires. 相似文献
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There is a significant amount of research literature on the importance of identifying and building on students' experiences and ideas for making sense of the natural world, especially when engaging in science practices. Simultaneously, approaches to creating justice-oriented science education promote the need to focus on the diverse sense-making repertoires that students, especially those from historically marginalized communities, bring to science classrooms. However, when it comes to emergent bi/multilingual students, science education has favored narrow definitions of what ways of communicating are seen as productive for figuring out natural phenomena, privileging English-based academic vocabulary. In this article, we investigate the myriad conceptual and semiotic resources that third-grade emergent bilingual students developed and used when explaining sound production. Additionally, we explore how students investigated the sounds produced by a string instrument and unpacked the how and whys that give rise to the pitch of the sounds they heard. Our analyses indicate that: (1) students created mechanistic explanations that identified how changes to the salient physical features of strings affected the pitch of the sounds; (2) students created and laminated multiple semiotic resources when sharing their observations and explanations, particularly sound symbolisms; and (3) students navigated both semiotic convergence and divergence as they worked toward conceptual convergence. Based on our findings, we argue that justice-oriented science learning environments must become spaces where emergent bilingual students can build on all their conceptual, semiotic, and cultural resources, without being policed, as they engage science practices. 相似文献
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Tekkumru-Kisa Miray Schunn Christian Stein Mary Kay Reynolds Bertha 《Research in Science Education》2019,49(3):859-883
Science education communities around the world have increasingly emphasized engaging students in the disciplinary practices of science as they engage in high levels of reasoning about scientific ideas. Consistently, this is a critical moment in time in the USA as it goes through a new wave of science education reform within the context of Next Generation Science Standards (NGSS). We argue that the placement of high demands on students’ thinking (i.e., a high level of thinking) in combination with positioning students to use disciplinary practices as they try to make sense of scientific ideas (i.e., a deep kind of thinking) constitute critical aspects of the reform. The main purpose of this paper is to identify and describe the kinds and levels of thinking in which students engage when they are invited to think and reason as demanded by NGSS-aligned curricular tasks. Our analysis of video records of classrooms in which an NGSS-aligned, cognitively demanding task was used, revealed many ways in which the aspirational level and kind of student thinking will not be met in many science classrooms. We propose a way of characterizing and labeling the differences among these kinds and levels of thinking during the implementation of a reform-based biology curriculum. These categories, which focus on two important features emphasized in the NGSS, can help us to better understand, diagnose, and communicate issues during the implementation of high-level tasks in science classrooms.
相似文献19.
Nasser S. Al-Abdali Sulaiman M. Al-Balushi 《International Journal of Science and Mathematics Education》2016,14(2):251-268
This classroom observation study explored how science teachers (N = 22) teach for creativity in grades 5–10 in Oman. We designed an observation form with 4 main categories that targeted the instructional practices related to teaching for creativity: questioning strategy, teacher’s responses to students’ ideas, classroom activities to support creativity, and whole-lesson methods that foster creativity. An open-ended survey was also designed to explore participants’ justifications for their instructional decisions and practices. The findings indicate that the overall level of teaching for creativity was low and that participants’ performance was the highest for teacher’s responses to students’ ideas category and the lowest for classroom activities to support creativity category. We observed that a teacher-centered approach with instructional practices geared toward preparing students for examinations was dominant and that these science teachers were bound to the textbook, following cookbook-style activities. Participants believed that they did not have enough time to cover the content and teach for creativity and that they were not prepared to teach for creativity. Based on these findings, we recommend that programs be developed to prepare science teachers to teach for creativity. 相似文献
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The purpose of this study was to investigate how two female students participated in science practices as they worked in a multimedia case‐based environment: interpreting simulated results, reading and writing multiple texts, role‐playing, and Internet conferencing. Using discourse analysis, the following data were analyzed: students' published web posters, Internet conferencing logs between American and Zimbabwean university students, and a focus group interview. Three constructs supported the development of these students' identities in practice: (a) multimedia cases creating emotional involvement; (b) authoring web posters, and role‐playing situated in cross‐cultural social networks; and (c) altruism associated with relevant global topics. The investigators argue that educators and developers of online learning environments consider social contexts, authoring, and opportunities for cross‐cultural interaction to support participation in science practices. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1116–1136, 2010 相似文献