Negotiating discourses: Sixth-grade students’ use of multiple science discourses during a science fair presentation

Gomez, Kimberley

doi:10.1016/j.linged.2007.03.002

Cited by 33 publications

(34 citation statements)

References 19 publications

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“…Olander describes how students use a similar hybrid language, when they try to understand evolution (Olander 2010). Teachers who are aware of this distinction can assist their students' learning by helping to bridge the students' path to scientific language via hybrid language (Gomez 2007;Lemke 1990). …”

Section: Theoretical Perspectives For Pisac Sciencementioning

confidence: 99%

Talk and Use of Language in the Science Classroom: Characteristic Features

Ødegaard

Arnesen

Klette

2016

Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS

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Section: Theoretical Perspectives For Pisac Sciencementioning

confidence: 99%

Talk and Use of Language in the Science Classroom: Characteristic Features

Ødegaard

Arnesen

Klette

2016

Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS

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“…일상 언어와 과학 언어를 중재 하는 중간 언어를 이해하는 것은 학생들이 현 시점 에서 이해하기 힘든 과학적인 현상을 받아들이기 위해 자신들의 기호학적 자원 및 형식을 이용할 기 회를 주는 것이다. 이러한 관점에서 중간언어는 학 생이 과학 언어를 이해하기 위하여 자신이 가진 언 어 자원을 이용한 결과 드러나는 새로운 형태의 역 동적인 언어라고 할 수 있다 (Gomez, 2007 (Shin et al, 2010;Young & Nguyen, 2002 …”

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

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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“…For instance, science fairs may aggravate any existing discrepancy among students associated with their different degrees of access to financial resources, knowledge, and personal support from family, teachers, and friends (Chiappetta & Foots, 1984;Lee & Anderson, 1993). Then again, they may contribute to positive personal and social outcomes, such as learning a new subject-specific knowledge, the processes of science and their societal and environmental implications, as well as having an opportunity to practice these newly acquired skills in collaboration with others (Blumenfeld, Marx, Soloway, & Krajcik, 1997;Gomez, 2007;Grote, 1995).…”

Section: School Science Anxiety: the Case Of Science Fairsmentioning

confidence: 99%

Sources of Anxiety and the Meaning of Participation in/for Science Fairs: A Canadian Case

Reis

Dionne

Trudel

2014

Canadian Journal of Science, Mathematics and Technology Educati

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Although anxiety is a significant emotional element of formal school science, little is known about how anxiety is originated and managed in the context of science fairs. The purpose of the present study was to investigate how a group of students in Grades 7 to 12 discursively (re)produce anxiety and its management from the perspective of their participation in a national science fair competition in Canada. Based on the analysis of participant's talk during a focus group interview, our findings suggest that performance anxiety is an emotion inherent to participation in all stages of the event: from choosing a project to the administration of time, performing in front of an audience, and gaining public recognition. In this context, recurring participation emerges as an effective strategy for coping with this feeling. In exploring the ways that academically successful science students talk about how anxiety is generated and regulated, we advance knowledge about science fair participation and contribute to current discussions on how to create more captivating school science learning environments for all.Résumé: La présenteétude analyse les façons dont desétudiants de la 7eà la 12e année (re)produisent discursivement l'anxiété et la gestion de l'anxiété liéeà leur participationà un concours de type Exposciences au Canada. Fondé sur l'analyse des communications des participants au cours d'une entrevue dans le cadre d'un groupe de discussion, nos résultats suggèrent que l'anxiété liée au rendement est uneémotion inhérenteà cette participation, quelle que ce soit l'étape de l'événement en question, qu'il s'agisse du choix du sujet, de la gestion du temps, de la performance en public ou de la notoriété acquise au cours de l'événement. Dans ce contexte, la participation répétée s'avère une stratégie efficace pour affronter cetteémotion.

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Negotiating discourses: Sixth-grade students’ use of multiple science discourses during a science fair presentation

Cited by 33 publications

References 19 publications

Talk and Use of Language in the Science Classroom: Characteristic Features

Talk and Use of Language in the Science Classroom: Characteristic Features

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

Sources of Anxiety and the Meaning of Participation in/for Science Fairs: A Canadian Case

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