Intermingling and bumpiness: Exploring meaning making in the discourse of a science classroom

Varelas, María; Pineda, Edgar

doi:10.1007/bf02461179

Cited by 14 publications

(5 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The frameworks (Accountable Talk and Heuristic for Progressive Disciplinary Discourse) discussed earlier in the paper provide strong foundations in this area. Nonetheless, these frameworks focus on guidelines relative to the norms of effective science talk, but not how to realize those norms in the ''bumpiness'' of open-ended conversations (Varelas and Pineda, 1999).…”

Section: Implications and Conclusionmentioning

confidence: 99%

Reducing the degrees of freedom in chemistry classroom conversations

Criswell

2012

Chem. Educ. Res. Pract.

View full text Add to dashboard Cite

Section: Implications and Conclusionmentioning

confidence: 99%

Reducing the degrees of freedom in chemistry classroom conversations

Criswell

2012

Chem. Educ. Res. Pract.

View full text Add to dashboard Cite

“…Therefore, the lack of development of argument did not appear to be a barrier to the start of dialogue development. (Varelas & Pineda, 1999). This classroom appeared to be rather dominated by teacher talk, with much of the discussion being routed through him and therefore lacks this feature of dialogic classrooms as seen by Varelas and Pineda (1999).…”

Section: Two Themesmentioning

confidence: 98%

“…In a dialogue-based class discussion, the students spend time probing the thinking of their peers as the class works toward constructing a common understanding (Varelas & Pineda, 1999). Dialogue goes much further than the common stereotype of "two people talking" (Burbles & Bruce, 2001).…”

Section: Dialoguementioning

confidence: 99%

“…In his current study the researcher examines wholeclass dialogue as a vehicle to look at how the teacher's practice is changing as a result of implantation of an argument-based inquiry approach. In a dialogue-based class discussion, the students spend time probing the thinking of their peers as the class works toward constructing a common understanding (Varelas & Pineda, 1999). A critical component of the ideas present during a dialogue is that the ideas of others are not only included but also acknowledge during this process (Scott, Mortimer, & Aguiar, 2006).…”

Section: Whole-class Dialogue In the Classroommentioning

confidence: 99%

“…(Varelas & Pineda, 1999). This classroom appeared to be rather dominated by teacher talk, with much of the discussion being routed through him and therefore lacks this feature of dialogic classrooms as seen by Varelas and Pineda (1999). Also important in this notion is that students are expected to engage in argument with each other, not routed through the teacher.…”

Section: Two Themesmentioning

confidence: 99%

See 2 more Smart Citations

Characterizing the changes in teaching practice during first semester implementation of an argument-based inquiry approach in a middle school science classroom

Pinney¹

View full text Add to dashboard Cite

I would like to thank the teacher and students that participated in this study. I appreciate the many hours of time over the course of this study that you welcomed me into your classroom. Specifically to the teacher of this study, I appreciate your allowing me insight into your development through this approach which was undoubtedly a difficult process. Your willing participation in this study and the time we spent together are truly gifts that I will always remember with gratitude. I would also like to thank my friends and colleagues whose hours of conversation while working through this study have shaped my thinking. A special thanks to those colleagues that assisted in scoring and editing. I hope our interactions continue to flourish as friends and colleagues. This study is both more thorough and more interesting as a result of your participation. Lastly, I would like to thank all my friends and family who continuously encouraged me through this study and helped me stay focused on the goals at hand.

show abstract

Exploring the role of intertextuality in concept construction: Urban second graders make sense of evaporation, boiling, and condensation

2006

View full text Add to dashboard Cite

The study explores urban second graders' thinking and talking about the concepts of evaporation, boiling, and condensation that emerged in the context of intertextuality within an integrated science‐literacy unit on the topic of States of Matter, which emphasized the water cycle. In that unit, children and teacher engaged in a variety of activities (reading information books, doing hands‐on explorations, writing, drawing, discussing) in a dialogically oriented way where teacher and children shared the power and the burden of making meaning. The three qualitative interrelated analyses showed children who initiated or continued productive links to texts, broadly defined, that gave them spaces to grapple with complex ideas and ways of expressing them. Although some children showed preference for a certain way of thinking about evaporation, boiling, and condensation, the data do not point toward a definite conclusion relative to whether children subscribe or not to a particular conceptual position. Children had multiple, complex, and often speculative, tentative, and emergent ways of accessing and interpreting these phenomena, and their conceptions were contextually based—different contexts offered opportunities for students to theorize about different aspects of the phenomena (along with some similar aspects). Children also theorized about aspects of the same phenomena in different ways. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 637–666, 2006

show abstract

Intermingling and bumpiness: Exploring meaning making in the discourse of a science classroom

Cited by 14 publications

References 8 publications

Reducing the degrees of freedom in chemistry classroom conversations

Reducing the degrees of freedom in chemistry classroom conversations

Characterizing the changes in teaching practice during first semester implementation of an argument-based inquiry approach in a middle school science classroom

Exploring the role of intertextuality in concept construction: Urban second graders make sense of evaporation, boiling, and condensation

Contact Info

Product

Resources

About