Focusing on content or strategies? Enactment of reading strategies in discussions about science texts

Walldén, Robert

doi:10.1080/19463014.2021.2023598

Cited by 3 publications

(5 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…To remedy this, it would have been possible to expand the use of naturalistic images to discuss the significance of variation between individuals, for example, concerning size or coloration. Furthermore, it would have been possible to make explicit connection between naturalistic images (see Walldén, 2022) that enable recognition of beneficial traits and more abstract images illustrating the gradual increase of these through processes of evolution and natural selection.…”

Section: Discussionmentioning

confidence: 99%

“…However, previous studies have also indicated ways of using visual representations that may limit students' engagement with disciplinary knowledge. Walldén's (2022) study of whole-class reading in Grade 4 science teaching showed that the teacher and the student mostly focused on visual representations close to everyday experience, such as photographs, without considering how they related to more abstract representations. Moreover, in a study of social studies teaching in which the teacher used similar visual support material as in the present study, Walldén and Larsson (2021) found that many of the pictures were generic and simplified, and therefore, not adapted for disciplinary learning.…”

Section: Visual Resources and Interaction In Science Teachingmentioning

confidence: 99%

“…Ethnographically inspired methods were employed (see Fangen, 2005) to gather material through observations, field notes, and audio recordings over 10 weeks. While previous publications have focused on the teacher's enactment of reading strategies to support the students' comprehension of textbook material (Walldén, 2022), our data consisted of 19 lessons (about 19 h), in which the teacher spent at least a part of the lesson discussing disciplinary concepts relating to the evolution and adaptation of animals. Several of these lessons involved a prominent use of different kinds of visual support material.…”

Section: Knowledge-building Interactionmentioning

confidence: 99%

“…Unlike in the present study, research on the use of images in science teaching has generally focused on properties of textbook material (e.g., Catley et al, 2010; Lagerholm, 2020; Nygård Larsson, 2011; Oliveira et al, 2014; Slough et al, 2010; Walldén, 2022). Other studies have focused on students' multimodal meaning‐making in collaborative drawings (Park et al, 2021) and group writing (Wu & Lin, 2019).…”

Section: Introductionmentioning

confidence: 97%

See 3 more Smart Citations

Visual resources and interaction in Grade 4 science teaching—Moving in and out of discourse when exploring concepts of evolution and adaption

Walldén,

Larsson

2023

Science Education

Self Cite

View full text Add to dashboard Cite

Although visual aids are widely considered a valuable source of scaffolding, the nature and active utilization of these aids in current science classrooms are not well understood. This qualitative study explores interaction in the teaching of concepts related to evolution, with a specific focus on a teacher's use of different visual support material. Based on a classroom study in a linguistically diverse Grade 4 classroom, we employed the perspective of discourse‐bridging interaction to develop three broad categories of interactional examples, which we related to three kinds of visual support material used in the instruction: generic visual support images, naturalistic images, and disciplinary images showing examples of natural selection. The findings show that the interaction moved in and out of science discourse in a way that reflected the images' properties. A generic visual support image illustrated the concept of “adaption” as puzzle pieces fitting together, which promoted everyday and anthropomorphic examples of animals and people striving to fit in. When the teacher used naturalistic images, the discourse shifted between a range of perspectives, while visual aids and whiteboard drawings showing the classic examples of giraffes evolving (a disciplinary image) were employed to clarify the notion of natural selection. We discuss the study's implications for using visual support material in a planned way that supports disciplinary understanding.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Visual Resources and Interaction In Science Teachingmentioning

confidence: 99%

Section: Knowledge-building Interactionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 97%

See 2 more Smart Citations

Visual resources and interaction in Grade 4 science teaching—Moving in and out of discourse when exploring concepts of evolution and adaption

Walldén,

Larsson

2023

Science Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…The principles were represented in the Click and Clunk, where the students identified the unfamiliar vocabulary and figured out the meaning through discussion with peers or members. However, the teachers' support is also needed in line with students' success in reading activities since reading comprehension was developed for content-based learning (Walldén, 2022;Stevens & Vaughn, 2020), as what had occurred in this study.…”

Section: The Effect Of Using Csrmentioning

confidence: 99%

Investigating the Implementation of Collaborative Strategic Reading (Csr) in Efl Context: Proficiency and Perspectives

Herda,

Setiawan,

Principe

2023

LLT Journal

View full text Add to dashboard Cite

The students are mostly unmotivated in the EFL reading classrooms since they have problems reading English texts. They feel stressed as they consider themselves alone, readers who cannot understand the text content well. This mixed-method study aimed to (1) investigate the significant difference between the mean scores of the pretest and the post-test in reading using Collaborative Strategic Reading (CSR) and (2) describe the students' reflections using CSR in the reading classroom. The data were collected by using a pretest-posttest and students' reflection sheets. The participants were 32 students from a private university in Indonesia. The pretest and post-test results indicated that CSR significantly improved students' reading skills in collaborative classrooms. The written reflections showed students were highly motivated to join collaborative reading, as the strategies were beneficial for improving their vocabulary, reading understanding, and critical thinking. This study greatly influences improving students' reading proficiency and social skills.

show abstract

“It can be a bit tricky”: negotiating disciplinary language in and out of context in civics classrooms

Walldén

Larsson

2022

Classroom Discourse

View full text Add to dashboard Cite

Focusing on content or strategies? Enactment of reading strategies in discussions about science texts

Cited by 3 publications

References 25 publications

Visual resources and interaction in Grade 4 science teaching—Moving in and out of discourse when exploring concepts of evolution and adaption

Visual resources and interaction in Grade 4 science teaching—Moving in and out of discourse when exploring concepts of evolution and adaption

Investigating the Implementation of Collaborative Strategic Reading (Csr) in Efl Context: Proficiency and Perspectives

“It can be a bit tricky”: negotiating disciplinary language in and out of context in civics classrooms

Contact Info

Product

Resources

About