"This Question Is Just Too, Too Easy!" Perspectives from the Classroom on Accountability in Science [electronic resource] / Beth Warren and Ann S. Rosebery.
This paper explores a form of classroom discourse, organized around student argumentation, that brings into focus an alternative view of science and science education as socially and culturally constituted, meaning-making activities. To elaborate the differences between this emerging discourse pract...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1995.
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MARC
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| 100 | 1 | |a Warren, Beth. | |
| 245 | 1 | 1 | |a "This Question Is Just Too, Too Easy!" Perspectives from the Classroom on Accountability in Science |h [electronic resource] / |c Beth Warren and Ann S. Rosebery. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1995. | ||
| 300 | |a 29 p. | ||
| 500 | |a ERIC Document Number: ED390658. | ||
| 500 | |a Availability: National Center for Research on Cultural Diversity and Second Language Learning, Center for Applied Linguistics, 1118 22nd Street, N.W., Washington, DC 20037. |5 ericd. | ||
| 500 | |a Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. |5 ericd. | ||
| 500 | |a Contract Number: R117G10022. |5 ericd. | ||
| 520 | |a This paper explores a form of classroom discourse, organized around student argumentation, that brings into focus an alternative view of science and science education as socially and culturally constituted, meaning-making activities. To elaborate the differences between this emerging discourse practice and conventional practice, two examples are considered in which students and teachers grapple with the accountability of theories, facts, or claims to evidence. A key aspect of this analysis is the examination of the implications of Mikhail Bakhtin's core notion of dialogism for understanding student learning in science. This analysis illustrates how a perspective on learning in science emerges through contact with socioculturally based theoretical perspectives and with the everyday experiences of teachers and students as they work to build sense-making communities in their classrooms. (Author/JRH) | ||
| 650 | 1 | 7 | |a Classroom Environment. |2 ericd. |
| 650 | 1 | 7 | |a Concept Formation. |2 ericd. |
| 650 | 1 | 7 | |a Discourse Analysis. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Interaction. |2 ericd. |
| 650 | 1 | 7 | |a Learning Processes. |2 ericd. |
| 650 | 1 | 7 | |a Science Instruction. |2 ericd. |
| 650 | 0 | 7 | |a Theories. |2 ericd. |
| 650 | 1 | 7 | |a Thinking Skills. |2 ericd. |
| 700 | 1 | |a Rosebery, Ann S. | |
| 710 | 2 | |a National Center for Research on Cultural Diversity and Second Language Learning. | |
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