Common Task and Uncommon Knowledge: Dissenting Voices in the Discursive Construction of Physics Across Small Laboratory Groups

Making Meanings: Pupil Talk in Inquiry-Oriented Instruction

“…Many science education researchers have emphasized the importance of pupil talk for learning, especially in regard to dialogical strategies (e.g., Anderson, Holland & Palincsar 1997;Dawes 2004;Kelly, Crawford & Green 2001;Richmond & Striley 1996;Ritchie & Tobin 2001;Stamovlasis, Dimos & Tsaparlis 2006). The case studies that have examined peer discussions can be categorized into two groups according to the occurrence of dialogical speaking strategies in them.…”

“…Some studies have argued that pupils are incapable of dialogical discussions (e.g., Anderson, Holland & Palincsar 1996;Ritchie & Tobin 2001) or that dialogical talk is very rare in pupil discussions (e.g., Arvaja 2005;Richmond & Striley 1996). On the other hand, some studies have shown that pupils are capable of dialogical interaction, too (e.g., Dawes 2004: Engle & Conant 2002Kaartinen 2003;Kelly, Brown & Grawford 2000;Kelly, Crawford, Green 2001;Roth 1995;Stamovlasis, Dimos & Tsaparlis 2006). It is worth noting that some of the latter studies were intervention studies designed to support the pupils in conducting arguments (e.g., Engle & Conant 2002;Kelly, Brown & Crawford 2000).…”

“…According to Kelly, Crawford and Green (2001), lack of subject knowledge rarely explains the poor level of pupils' peer discussions. They prefer to blame it on pupils' poor discussion and argumentation skills.…”

“…Classroom discourse is becoming an increasingly prominent area of research in education. The researchers have focused on teacher-pupils discussions (e.g., Kelly, Brown & Crawford 2000;Mortimer & Scott 2003;Shepardson & Britsch 2006;Viiri & Saari 2004) and peer discussions (e.g., Anderson, Holland & Palincsar 1997;Kaartinen & Kumpulainen 2002;Kelly, Crawford & Green 2001;Ritchie & Tobin 2001;Roth 1995). Even so, little is known as yet of the meaning-making processes in peer discussions.…”

Histórias sociais e singulares de inclusão: exclusão na aula de química

“…A noção de sujeito leva-nos a pensar que as histórias de inclusão/exclusão são construídas social e localmente por meio de ações e interações nas salas de aula (Collins, Green, 1992;Green, Dixon, 1994;Kelly, Green, 1998;Kelly, Brown, Crawford, 2000;Kelly, Crawford, Green, 2001;Castanheira, 2000;Gomes, 2004). Isso significa que cada sala de aula é única e que professores e alunos constroem a vida da sua sala, dia após dia, semana após semana, mês após mês e ano após ano.…”