Establishing Scientific Classroom Discourse Communities : Multiple Voices of Teaching and Learning Research

by Yerrick, Randy K.; Roth, Wolff-Michael

• ISBN13: 9780805844344
• ISBN10: 0805844341
• Format: Hardcover
• Copyright: 2004-09-17
• Publisher: Lawrence Erlbau

Summary

Establishing Scientific Classroom Discourse Communities: Multiple Voices of Teaching and Learning Researchis designed to encourage discussion of issues surrounding the reform of classroom science discourse among teachers, teacher educators, and researchers. The contributors--some of the top educational researchers, linguists, and science educators in the world--represent a variety of perspectives pertaining to teaching, assessment, research, learning, and reform. As a whole the book explores the variety, complexity, and interconnectivity of issues associated with changing classroom learning communities and transforming science classroom discourse to be more representative of the discourse of scientific communities. The intent is to expand debate among educators regarding what constitutes exemplary scientific speaking, thinking, and acting. This book is unparalleled in discussing current reform issues from sociolinguistic and sociocultural perspectives. The need for a revised perspective on enduring science teaching and learning issues is established and a theoretical framework and methodology for interpreting the critique of classroom and science discourses is presented. To model and scaffold this ongoing debate, each chapter is followed by a "metalogue" in which the chapter authors and volume editors critique the issues traversed in the chapter by opening up the neatly argued issues. These "metalogues" challenge, extend, and deepen the arguments made. Central questions addressed include: *Why is a sociolinguistic interpretation essential in examining science education reform? *What are key similarities and differences between classroom and scientific communities? *How can the utility of common knowledge and existing classroom discourse be balanced toward alternative outcomes? *What curricular issues are associated with transforming classroom talk? *What other perspectives can assist in creating multiple access to science through redefining classroom discourse? Whether this volume improves readers' science teaching, assists their research, or helps them to better prepare tomorrow's science teachers, the goal is to engage them in considering the challenges faced by educators as they navigate the seas of reform and strive to improve science education for all.

Table of Contents

Foreword	ix
Richard Duschl
Introduction: The Role of Language in Science Learning and Teaching	1	(18)
Randy Yerrick
Wolff-Michael Roth
Language in the Science Classroom: Academic Social Languages as the Heart of School-Based Literacy	19	(26)
James Paul Gee
Metalogue: Situating Identity and Science Discourse	39	(6)
James Paul Gee
Gregory J. Kelly
Wolff-Michael Roth
Randy Yerrick
Telling in Purposeful Activity and the Emergence of Scientific Language	45	(34)
Wolff-Michael Roth
Metalogue: Understanding, of Science and Teaching	73	(6)
James Paul Gee
Wolff-Michael Roth
Randy Yerrick
Discourse, Description, and Science Education	79	(30)
Gregory J. Kelly
Metalogue: Contrasting Sociolinguistic and Normative Approaches to Redesigning School	105	(4)
Gregory J. Kelly
Wolff-Michael Roth
Randy Yerrick
Essential Similarities and Differences Between Classroom and Scientific Communities	109	(30)
G. Michael Bowen
Metalogue: Authentic Science Education: Contradictions and Possibilities	135	(4)
G. Michael Bowen
Wolff-Michael Roth
Randy Yerrick
Dialogic Inquiry in an Urban Second-Grade Classroom: How Intertextuality Shapes and Is Shaped by Social Interactions and Scientific Understandings	139	(36)
Maria Varelas
Christine C. Pappas
Amy Rife
Metalogue: Lifeworld Language, Scientific Literacy, and Intertextuality	169	(6)
G. Michael Bowen
Maria Varelas
Wolff-Michael Roth
Randy Yerrick
Meaning and Context: Studying Words in Motion	175	(24)
Cynthia Ballenger
Metalogue: Balancing Our View of Science With Language Usage and Culture	193	(6)
Cynthia Ballenger
Randy Yerrick
Wolff-Michael Roth
Science for All: A Discursive Analysis Examining Teacher Support of Student Thinking in Inclusive Classrooms	199	(32)
Kathleen M. Collins
Annemarie Sullivan Palincsar
Shirley J. Magnusson
Metalogue: A Question of Perspective in Supporting the Learning of Students With Special Needs in Inquiry-Based Science Instruction	225	(6)
Margaret Gallego
Shirley J. Magnusson
Kathleen M. Collins
Annemarie Sullivan Palincsar
Wolff-Michael Roth
Randy Yerrick
Playing the Game of Science: Overcoming Obstacles in Re-negotiating Science Classroom Discourse	231	(34)
Randy Yerrick
Metalogue: Emergent Nature of Classroom Talk and the Game of Science	259	(6)
Cynthia Ballenger
James Paul Gee
Randy Yerrick
Wolff-Michael Roth
Teaching Science in Urban High Schools: When the Rubber Hits the Road	265	(28)
Kenneth Tobin
Metalogue: Expanding Agency and Changing Social Structures	287	(6)
Kenneth Tobin
Randy Yerrick
Wolff-Michael Roth
When the Classroom Isn't in School: The Construction of Scientific Knowledge in an After-School Setting	293	(28)
Margaret A. Gallego
Noah D. Finkelstein
Metalogue: Scientific Versus Spontaneous Concepts at Work in Student Learning	315	(6)
Maria Varelas
Margaret A. Gallego
Randy Yerrick
Wolff-Michael Roth
Author Index	321	(6)
Subject Index	327