Actions and discourses for transformative understanding in a middle school science class
Ritchie, Stephen M., and Tobin, Kenneth (2001) Actions and discourses for transformative understanding in a middle school science class. International Journal of Science Education, 23 (3). pp. 283-299.
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So that we might understand better how the discursive practices of classroom participants lead to students' transformative understanding, we immersed ourselves in a Grade 8 science class for an extended period of observation. Our observation and interview data were interpreted from two overlapping perspectives, namely, an action orientation and a discourse orientation. We found that the teacher's actions encouraged univocal discourse between students and their reproductive understanding of scientific concepts. We argue that before a class can become more like a scientific discourse community, teachers need to promote dialogic discourse and transformative understanding. The contextual descriptions and interpretations presented might help teachers form images of classroom practices that will be conducive to students' transformative understandings of science.
|Item Type:||Article (Refereed Research - C1)|
|Keywords:||science discourse; teaching & learning science|
|Date Deposited:||16 Jul 2012 05:28|
|FoR Codes:||13 EDUCATION > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy @ 70%
13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified @ 30%
|SEO Codes:||93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%|