Double talk: Synthesizing everyday and science language in the classroom

Brown, Bryan A.; Spang, Eliza

doi:10.1002/sce.20251

Cited by 121 publications

(100 citation statements)

References 16 publications

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“…Bruner (1966Bruner ( , 1986, Lemke (1990), Taber (2000), Driver et al (2000), Newton (2002), Mercer et al (2004) and, more recently, Brown and his coauthors (Brown and Ryoo 2008;Brown et al 2010;Brown and Spang 2008), for example, concentrate on how thinking may be scaffolded (to use Bruner's term for the sociocultural learning process exemplified by Vygotsky's zone of proximal development (ZPD); see Foley 1994;Mooney 2000). From an ethnographic perspective, Brown and colleagues' work has emphasised the linguistic dimensions of scaffolding.…”

Section: Scaffoldingmentioning

confidence: 99%

Switching Between Everyday and Scientific Language

Blown

Bryce

2016

Res Sci Educ

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The research reported here investigated the everyday and scientific repertoires of children involved in semi-structured, Piagetian interviews carried out to check their understanding of dynamic astronomical concepts like daytime and night-time. It focused on the switching taking place between embedded and disembedded thinking; on the imagery which subjects referred to in their verbal dialogue and their descriptions of drawings and play-dough models of the Earth, Sun and Moon; and it examined the prevalence and character of animism and figurative speech in children's thinking. Five hundred and thirty-nine children (aged 3-18) from Wairarapa in New Zealand (171 boys and 185 girls) and Changchun in China (99 boys and 84 girls) took part in the study. Modified ordinal scales for the relevant concept categories were used to classify children's responses and data from each age group (with numbers balanced as closely as practicable by culture and gender) analysed with KolmogorovSmirnov two-sample tests (at an alpha level of 0.05). Although, in general, there was consistency of dynamic concepts within and across media and their associated modalities in keeping with the theory of conceptual coherence (see Blown and Bryce 2010; Bryce and Blown 2016), there were several cases of inter-modal and intra-modal switching in both cultures. Qualitative data from the interview protocols revealed how children switch between everyday and scientific language (in both directions) and use imagery in response to questioning. The research indicates that children's grasp of scientific ideas in this field may ordinarily be under-estimated if one only goes by formal scientific expression and vocabulary.Keywords Everyday and scientific language . Embedded and disembedded thinking . Switching . Animism and figurative speech . Astronomy . Daytime and night-time Much of the published research into the acquisition of scientific ideas by young people has concentrated upon their growing accumulation of correct or appropriately expressed terms for important concepts. This paper explores the boundaries between such language and the communications which precede and pre-determine its character. The empirical research which Res Sci Educ (2017) 47:621-653

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Section: Scaffoldingmentioning

confidence: 99%

Switching Between Everyday and Scientific Language

Blown

Bryce

2016

Res Sci Educ

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“…Därmed kan denna typ av analyser också användas som ett didaktiskt verktyg av lärare och lärarstudenter för att explicitgöra språkliga perspektiv på elevers lärande i naturvetenskaplig undervisning, vilket exempelvis kan leda till att gruppsamtal planeras och utformas utifrån föresatsen att de ska gynna elevernas utveckling av naturvetenskapliga resonemang och uttryckssätt. En sådan slutsats får också stöd i senare års forskning inom naturvetenskapernas didaktik som visar att en medveten användning av och växling mellan vardagliga och vetenskapliga språkbruk gynnar elevers lärande i de naturvetenskapliga äm-nena (Ash, 2008;Brown & Spang, 2008;Brown & Ryoo, 2008). I analysen är det möjligt att upptäcka ett flertal exempel där enskilda elever i en och samma konversation använder både ett vardagligt och ett mer ämnesspecifikt språkbruk.…”

Section: Diskussionunclassified

Semantiska vågor – elevers diskursiva rörlighet i gruppsamtal

Larsson

Jakobsson

2017

NorDiNa

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Högskolan i Halmstad och Malmö högskola, Sverige anders.jakobsson@mah.se Pia Nygård Larsson medverkar för närvarande i två forskningsprojekt om språkliga perspektiv på lärande i naturvetenskapliga skolämnen. Hennes forskning rör ämnesundervisningens språkliga, textuella och didaktiska dimensioner. Pia Nygård Larssons doktorsavhandling från 2011 bär titeln "Biologiämnets texter -text, språk och lärande i en språkligt heterogen gymnasieklass". Hon är fil dr i svenska med didaktisk inriktning och universitetslektor i svenska som andraspråk vid Malmö högskola, fakulteten för lärande och samhälle.Anders Jakobsson is the former research leader of the project Large-scale Studies and Students' Achievement in Science (PELS), the Network of Re-analyses of Large Scale Studies (RASS), and the research project about The relation between trends on large-scale science studies and how teaching and learning are constituted in science classrooms (MAW 2013(MAW -2016. During later years the research interest have been related to how science teaching and learning are constituted and outlined in various school environments from the perspectives of classroom discourse and use of language in classroom activities. AbstractIn order to use and understand a scientific language students need the ability to move between everyday and scientific discourses. This article analyses exploratory talks and use of language when students collaboratively discuss a science assignment. The aim is to develop an analytical tool that can facilitate understanding and visualization of students' language use. The concepts of discursive mobility (Nygård Larsson, 2011) and semantic waves (Martin, 2013; Maton, 2013) constitute the starting point in the analysis and the students' discussions are explored by using the concepts of semantic gravity and semantic density. The results display that all of the students' conversations contain a certain degree of discursive mobility. However, there exists differences in how the conversations move between everyday and scientific languages and in terms of how successful the students are to formulate a specific subject language. In some conversations, everyday expressions become a productive resource and a bridge to a more scientific language. InledningSenare års forskning inom naturvetenskapernas didaktik har alltmer riktats mot språkliga perspektiv på lärande i de naturvetenskapliga ämnena. I grundskolan är målet inte primärt att eleverna ska tala som naturvetare, men de behöver utveckla ett funktionellt språk där naturvetenskapliga termer och begrepp används på ett ändamålsenligt sätt och som ett redskap för att utveckla förståelse. Att elever kan förstå och använda ett sådant språk är således också centralt för deras lärande. För att åstadkomma denna utveckling behöver de närma sig den naturvetenskapliga praktiken, som i skolan kan beskrivas som en form av hybridpraktik med hybrida former av språkbruk (Bakhtin, 1981).

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“…외국어 교육에서는 학생의 모국어 와 목표어 사이에서 발생하는 불완전한 형태의 언 어를 중간 언어라고 정의하였다 (Kang, 2012 (Kang, 2012). 그런데 외국어 학습의 경우, 초기 학 습자가 친숙한 내용을 언어 형태만 전환해가면서 새롭게 표현하는 방법을 배우는 것과는 달리, 과학 학습에서는 종종 새로운 아이디어를 새로운 언어 를 통해 배우기 때문에 학습자가 기존에 갖고 있던 언어 규준으로는 이를 이해하기 어려운 경우가 생 긴다 (Brown, 2008;.…”

Section: 과학 학습 과정에서 학생들은 자신들이 익숙하 게 사용하던 일상 언어와 형태가 다른 낯선 과학 언어와 맞닥뜨릴unclassified

“…일반적으로 과학 고유의 언어, 즉 과학 언어(Scientific language)는 전 문 과학 영역에서 다루는 특수한 어휘로 구성되어 있으며, 행위 주체가 생략된 수동태 문장이 주로 나타나는 특징이 있다 (Young & Nguyen, 2002). 그 런데 학교 과학에서 학생들이 주로 사용하는 일상 언어(Everyday language)를 살펴보면, 과학 언어와 는 달리 비전문적인 일상 어휘가 주로 쓰이며, 주 어가 표면적으로 제시되거나 생략되어 있더라도 짐 작 가능한 능동형의 문장이 대다수이다 (Brown, 2008;.…”

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Analysis of Elementary Students' Interlanguage in Science Class about Heat and Temperature

Lee¹,

Jang²

2015

Elementary Science Education

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For effective science learning, teachers need to rearrange scientific language so that students can understand the contents with their incomplete language resources. Interlanguage is the interplay between everyday language and scientific language. The purpose of the study was to analyze the patterns of interlanguage during 4th grade science class to learn "Heat and Temperature" and to find the features of meaning sharing inside classroom in which a teacher and students participated. The data analysis shows that elementary students' interlanguage has different features compared to scientific language that involves passive voice and content-specialized nouns. Students' interlanguage implied the quality of class community's knowledge-sharing, according to the degree of how students can connect scientific language and everyday language in more effective ways. The implication to elementary science education was discussed.

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Double talk: Synthesizing everyday and science language in the classroom

Cited by 121 publications

References 16 publications

Switching Between Everyday and Scientific Language

Switching Between Everyday and Scientific Language

Semantiska vågor – elevers diskursiva rörlighet i gruppsamtal

Analysis of Elementary Students' Interlanguage in Science Class about Heat and Temperature

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