ABSTRACT:In this paper we propose the construct of discursive identity as a way to examine student discourse. We drew from the work of Gee (2001, Review of Research in Education, 25, 99 -125) and Nasir and Saxe (2003, Educational Researcher, 32(5), 14 -18) to consider the multiple contexts and developmental timescales of student discursive identity development. We argue that theories of scientific literacy need to consider the sociocultural contexts of language use in order to examine fully affiliation and alienation associated with appropriation of scientific discourse. As an illustrative case, we apply discursive identity to series of short exchanges in a fifth-grade classroom of African-American students. The discussion examines potential co-construction of student identity and scientific literacy.
The purpose of this article is to report findings from an ethnographic study that focused on the co‐development of science literacy and academic identity formulation within a third‐grade classroom. Our theoretical framework draws from sociocultural theory and studies of scientific literacy. Through analysis of classroom discourse, we identified opportunities afforded students to learn specific scientific knowledge and practices during a series of science investigations. The results of this study suggest that the collective practice of the scientific conversations and activities that took place within this classroom enabled students to engage in the construction of communal science knowledge through multiple textual forms. By examining the ways in which students contributed to the construction of scientific understanding, and then by examining their performances within and across events, we present evidence of the co‐development of students' academic identities and scientific literacy. Students' communication and participation in science during the investigations enabled them to learn the structure of the discipline by identifying and engaging in scientific activities. The intersection of academic identities with the development of scientific literacy provides a basis for considering specific ways to achieve scientific literacy for all students. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 1111–1144, 2004
This ethnographic study of a third grade classroom examined elementary school science learning as a sociocultural accomplishment. The research focused on how a teacher helped his students acquire psychological tools for learning to think and engage in scientific practices as locally defined. Analyses of classroom discourse examined both how the teacher used mediational strategies to frame disciplinary knowledge in science as well as how students internalized and appropriated ways of knowing in science. The study documented and analyzed how students came to appropriate scientific knowledge as their own in an ongoing manner tied to their identities as student scientists. Implications for sociocultural theory in science education research are discussed. This paper reports findings from an ethnographic study of a third grade classroom in a public elementary school focusing on a teacher's mediation of student science learning. We examined how the disciplinary knowledge of science was mediated by the teacher and the extent to which this mediation helped students see themselves as "inquirers of science." An important aspect of this mediation was the use of psychological tools. Psychological tools (Kozulin, 2003), are referred to by us as the forms of conscious and interactive perceptions that participants in a setting make use of in order to understand the "who," "when," "what," "why," and "how" that ground their goals and shared actions in a setting. In more abstract terms in J. M. Reveles ( )
ABSTRACT:This research presents a case study of two teachers' emphasis on students' academic identity as a means of facilitating their science literacy development. These cases support a theoretical position that deconstructs the notion of normative science literacy into its constitutive components: (a) being scientific and (b) appropriating its literate practices. Such a perspective views language as a substantive resource for academic identity construction. As such, we utilize a theoretical metaphor of "contextual shifting" to underscore teachers' central role in facilitating student understanding of literate practices associated with school science. Through a cross-case analysis of two elementary science classrooms, we identified ways that students' academic identities were connected to their affiliation with specific scientific literate practices. Our findings reveal that the teachers in both research classrooms utilized teaching practices designed to afford students opportunities to develop academic identities commensurate with science learning.
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