ABSTRACT:In this paper, we draw upon a framework for analyzing the discursive interactions of science classrooms (Mortimer & Scott, 2003, Meaning Making in Secondary Science Classrooms, Maidenhead, UK: Open University Press), to probe the movement between authoritative and dialogic discourse in a Brazilian high school science class. More specifically, we argue the point that such shifts between communicative approaches are an inevitable part of teaching whose purpose is to support meaningful learning of scientific knowledge. We suggest that a necessary tension therefore exists between authoritative and dialogic approaches as dialogic exchanges are followed by authoritative interventions (to develop the canonical scientific view), and the authoritative introduction of new ideas is followed by the opportunity for dialogic application and exploration of those ideas. In these ways, one communicative approach follows from the other, authoritativeness acting as a seed for dialogicity and vice versa. We discuss how this analysis, in terms of shifts in communicative approach, offers a new and complementary perspective on supporting "productive disciplinary engagement"
The view that knowledge cannot be transmitted but must be constructed by the mental activity of learners underpins contemporary perspectives on science education. This article, which presents a theoretical perspective on teaching and learning science in the social setting of classrooms, is informed by a view of scientific knowledge as socially constructed and by a perspective on the learning of science as knowledge construction involving both individual and social processes. First, we present an overview of the nature of scientific knowledge. We then describe two major traditions in explaining the process of learning science: personal and social constructivism. Finally, we illustrate how both personal and social perspectives on learning, as well as perspectives on the nature of the scientific knowledge to be learned, are necessary in interpreting science learning in formal settings.
The Force Concept Inventory is a multiple-choice test designed
to monitor students' understanding of force and related
kinematics. In this paper we review the development of the FCI,
outline its structure and review findings from its
implementation. A case is made for the FCI as a powerful tool
for improving both learning and teaching of
mechanics.
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