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
An inner‐city second grade teacher‐researcher and her university‐based partner examine how she and her inner‐city second graders learned to resist and expand the constraints of their mandated, scripted reading curriculum by exploring their neighborhood and classrooms as communities spaces for literacies learning. Drawing on an interactional ethnographic perspective and paired with sociolinguistic and literary theories, this teacher‐researcher's membership in a professional development community both shaped, and was shaped, by her quest to draw upon and honor her students' lived experiences as texts to read, thus broadening what constituted texts, reading and writing and whose knowledge counted.تفحص معلمة صف ثان في مدرسة شعبية وزميلها الجامعي كيف تعلمت هي وطلابها من مركز المدينة مقاومة وتوسيع تقيدات منهاجهم القرائي المجبر على الالتزام به بواسطة استكشاف حارتهم وغرف صفوفهم كأماكن اجتماعية لمعرفة القراءة والكتابة. ومن خلال اسخدام منظر دراسة ثقافية متفاعلة مع نظريات علم اللغة الاجتماعي والأدب، عضوية هذه المعلمة‐الباحثة في مجتمع التطور الحرفي شكلت وتشكلت عن طريق بحثها لتستخدم وتشرّف تجارب طلابها الحياتية كنصوص للقراءة وبالتالي مفاهيم النص والقراءة والكتابة تتوسع ومعرفة مَن تتأخذ بعيد الاعتبار.一位在旧城区任教的二年级教师研究员,与她的大学合作伙伴,一起研究她自己及她的学生,如何通过调查把邻近地区及教室用作社区空间来促进读写文化学习的情况,学会抵御及缓和加之于学校阅读课程的明文规定与限制。该研究的理论基础借鉴于互动式民族志学的观点,并与社会语言学理论及文学理论相配合。研究分析结果显示,这位教师研究员在她的专业培训社群中的成员身份,既塑造了她的探索研究,同时又被她的探索研究所塑造,而在此过程中,她尊重她的学生的实际生活经验,并用以作为学生的阅读文本,从而扩阔了构成文本、阅读与写作的定义,亦扩阔了谁人的知识才有重要意义这个界定。Un enseignant‐chercheur et son partenaire à l'université examinent comment elle et ses élèves de banlieue de 2ème année apprennent à résister et à dépasser les contraintes de leur programme obligatoire écrit en lecture en explorant l'environnement et les classes en tant que espaces de communautés pour un apprentissage des littératies. Partant d'une perspective d'ethnographie interactive associée à des théories sociolinguistiques et littéraires, l'appartenance de cet enseignant‐chercheur à une communauté de développement professionnel a façonné et a été façonnée par sa recherche à tirer parti et à respecter les expériences vécues par ses élèves quant aux textes à lire, élargissant dès lors ce qui constitue les textes, la lecture, l'écriture et les connaissances qui ont de l'importance.Учительница второго класса городской школы, где учатся дети из малообеспеченных семей, и ее коллега из университета исследовали, как второклассники под их руководством учились сопротивляться тем ограничениям, которые накладывает на траекторию их чтения обязательный учебный план. Они делают это, воспринимая окружающий мир – школу и сообщество, где они живут, – как источник для изучения самых разных видов грамотности. Учительница работала на основе интерактивного этнографического подхода в совокупности с социолингвистической и литературными теориями. Как член сообщества педагогов‐исследователей она сформировалась благодаря своему уважению к жизненному опыту своих питомцев и стремлению использовать этот опыт в качестве “текста”. В итоге происходит расширение таких понятий как “текст”, “чтение”, “письмо” и “носитель значимого знания”.Una maestra‐investigadora del segundo grado de una escuela urbana se juntó con un compañero universitario para ver cómo ella y sus estudiantes podían combatir y extender las restricciones de su currículo obligatorio explorando sus barrios y los salones de clase como espacios comunitarios para el aprendizaje de competencias. Partiendo de una perspectiva etnográfica interaccional junto con teorías sociolinguísticas y literarias, la membresía de esta maestra‐investigadora en una comunidad de desarrollo profesional le ayudó a darle forma, y a ser formada, por su deseo de honrar las experiencias vividas de sus estudiantes como si fueran textos para ser leídos, ensanchando así la definición de lo que es el texto, la lectura, la escritura, y de lo que puede ser considerado una fuente de conocimiento.
The authors of this study are teacher-researchers, the first is a university researcher and former third and fourth grade teacher, while the second author is a universitybased science educator. They report findings from a community-based study that Ralph, the first author, and his students conducted across two academic years (2001)(2002)(2003) in order to illustrate the ways in which the next generation science standards and learning progressions can be appropriated as social-constructed practices inside and outside of school. The authors argue that what constitutes science learning in school is not a 'state of grace' dictated by standards. Rather, becoming a scientist within a community of learners is a cultural phenomenon that teachers and students co-construct and as such teachers can approach the next generation science standards and learning progressions as opportunities to create intentional, disciplinary practice-based learning communities inside and outside of school.The language and vision of next generation science standards (NGSS), along with their learning progressions and cross-cutting concepts, provide new opportunities for conceptualizing how we approach science learning in K-12 settings. These standards develop students' development of disciplinary knowledge by having them acquire practices, discourses, and in developing habits of mind like those of adult members of those disciplines. This aspect
This study examines events within a CoLab1 3RDSpace: Summer Leadership Institute on Creativity & Innovation. The analyses are organized into two telling cases and reveal how participants develop a shared understanding of ResponsiveDesign, CoLab’s theory of inquiry and innovation. Drawing on an interactional ethnographic perspective, the analyses make visible the ways in which concepts of space, language, creativity, and innovation complement one another to form ResponsiveDesign as a powerful approach for educators in any setting to transform their ordinary places into extraordinary spaces for creatively confident learning.
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