Developing Scientific Communities in Classrooms: A Sociocognitive Approach

Herrenkohl, Leslie Rupert; Palincsar, Annemarie Sullivan; DeWater, Lezlie Salvatore; Kawasaki, Keiko

doi:10.1080/10508406.1999.9672076

Cited by 127 publications

(92 citation statements)

References 28 publications

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“…One instructional practice a teacher may use to help students with these inquiry practices is to explicitly make the definition of these practices clear to students. Making scientific thinking strategies explicit to students can help facilitate their understanding and use of the strategies (Herrenkohl, Palincsar, DeWater, & Kawasaki, 1999). For example, Metz (2000) found that being explicit about scientific inquiry practices was important for helping children with the inquiry practice of formulating and refining questions.…”

Section: Defining Scientific Explanationmentioning

confidence: 99%

Scientific explanations: Characterizing and evaluating the effects of teachers' instructional practices on student learning

2007

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Teacher practices are essential for supporting students in scientific inquiry practices, such as the construction of scientific explanations. In this study, we examine what instructional practices teachers engage in when they introduce scientific explanation and whether these practices influence students' ability to construct scientific explanations during a middle school chemistry unit. Thirteen teachers enacted a project-based chemistry unit, How can I make new stuff from old stuff?, with 1197 seventh grade students. We videotaped each teacher's enactment of the focal lesson on scientific explanation and then coded the videotape for four different instructional practices: modeling scientific explanation, making the rationale of scientific explanation explicit, defining scientific explanation, and connecting scientific explanation to everyday explanation. Our results suggest that when teachers introduce scientific explanation, they vary in the practices they engage in as well as the quality of their use of these practices. We also found that teachers' use of instructional practices can influence student learning of scientific explanation and that the effect of these instructional practices depends on the context in terms of what other instructional practices the teacher uses. ß 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 53-78, 2008

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Section: Defining Scientific Explanationmentioning

confidence: 99%

Scientific explanations: Characterizing and evaluating the effects of teachers' instructional practices on student learning

2007

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“…Assigning cognitive or sociocognitive roles to students helps to make explicit the teacher's goals for the group's mathematical talk. For example, when students in the 'audience' of a presentation are given explicit roles (that include asking questions, making sure the presenters have given an accurate model, etc), they may begin to view listening to a presentation as a time to actively participate, rather than waiting for the teacher to make an assessment (Herrenkohl, Palincsar, DeWater, & Kawasaki, 1999).…”

Section: Ideas and Identities 37mentioning

confidence: 99%

Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

Esmonde

2009

Review of Educational Research

176

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This review considers research related to mathematics education and cooperative learning, and discusses how teachers might assist students in cooperative groups to provide equitable opportunities to learn. I define equity in this context as the fair distribution of opportunities to learn, and argue that identity-related processes are just as central to mathematical development as content learning. I consider the link between classroom social ecologies, the interactions and positional identities that these social ecologies make available, and student learning. I close by considering unresolved questions in the field and proposing directions for future research.

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“…However, student interactions beyond the small group are also critical to develop. In a study that focused on whole-class scaffolding (Herrenkohl, Palincsar, Dewater, & Kawasaki, 1999), students were supported to assume appropriate audience roles in questioning, commenting, critiquing-including both what and how they could respond to their peers. Their focus on student-student interaction in whole class discussions extended classical studies in scaffolding teacherstudent interactions in one-to-one or small group settings.…”

Section: Scaffoldingmentioning

confidence: 99%