Student use of narrative and paradigmatic forms of talk in elementary science conversations

Abstract

The purpose of this work was to examine and characterize student use of narrative and paradigmatic expression in elementary science discourse. This interpretive study occurred over a 2-year period in a professional development school with a largely international population. This analysis focused on the narrative and paradigmatic modes of expression used by combined first-second-and second-grade students in a semistructured, fairly autonomous, whole-class conversational format. Students demonstrated competence with both modes of talk at the beginning of the year. Over time, students moved toward more paradigmatic talk, but narrative examples continued to be key components of the science conversations. Topically, students used narrative more often for life sciences and paradigmatic talk for physical sciences. For gender there were no qualitative differences in narrative or paradigmatic expression. However, boys obtained more opportunities to practice their use of both discourse forms by either receiving more speaking turns or expressing more language features per turn. These conversations show that narrative and paradigmatic modes in science need not be in opposition but can, in fact, be used together in complementary ways that are mutually enhancing. ß 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 2002 The purpose of this work was to examine and characterize student use of narrative and paradigmatic expression in elementary science discourse. This study occurred in a professional development school with a largely international population accommodating many students with beginning English skills. Our work there has focused on language through the integration of science and literacy with particular attention to oral discourse. Over the past several years we have

Using Multimedia to Engage African American Children in Classroom Discourse

“…come looking for me, I'm a go out the backdoor" (74). The 80-word response fits the narrative sequence described by Kurth et al (2002), as the student not only explained what the Underground Railroad was but also described how he or she would react to the situation. This comment helped to relax the social norms in the classroom (75).…”

Narrative and Paradigmatic Explanations in Preschool Science Discourse

“…Other studies have indicated that opportunities for active discussion around science activities prompt students to increasingly use the language of scientific discourse for their own purposes (Wells, 1999). As early as first grade, children have been seen to use elements of the paradigmatic mode in their arguments about science (Kurth et al, 2002).…”

“…Teachers favor students who make use of academic terminology and argumentation moves (Forman & Ansell, 2002). Students come to recognize the features of paradigmatic speech in textbooks and become aware of the privileged status of such language, prompting them to use more paradigmatic talk over the course of the school year (Kurth, Kidd, Gardner, & Smith, 2002). In practice, however, doing science relies on other modes of thought as well.…”

“…In practice, however, doing science relies on other modes of thought as well. Just as scientists employ narrative forms of talk as they engage in collaborative meaning making (Latour & Woolgar, 1986;Ochs, Gonzalez, & Jacoby, 1996), participants in inquiry-focused science activities draw on multiple discourse modes as they participate in investigations around science (Gallas, 1995;Kurth, et al, 2002;Pappas, Varelas, Barry, & Rife, 2003;Wells, 1999).…”

Explicaciones narrativas integradas y modelización en la enseñanza de la biología

“…Las explicaciones integradas no se evalúan individualmente, sino que se consideran dentro de una historia narrativa o un grupo de explicaciones relacionadas y su finalidad es aumentar la comprensión del fenómeno. En la enseñanza de las ciencias también otros autores han considerado que las explicaciones se insertan en una historia narrativa (ver Kurth et al, 2002;Ogborn et al, 2007;Zavel, 2007). Bajo un enfoque de modelización, esta narrativa incorpora gradualmente la relación entre algunas entidades abstractas y los fenómenos que se estudian, generando un pensamiento teórico.…”