Social Identities, Moral Narratives, Scientific Argumentation: Science Talk in a Bilingual Classroom

Ballenger, Cynthia

doi:10.1080/09500789708666715

Cited by 88 publications

(70 citation statements)

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“…Recibimos un gran apoyo de la comunidad del More than a decade of research on sociocultural issues in science learning indicates that students respond more positively to science instruction that incorporates sociocultural knowledge of their lives and experiences (e.g., Aikenhead, 2003;Ballenger, 1997;Cobern & Aikenhead, 1998;Lee et al, 2005;Lee & Fradd, 1998;Rosebery et al, 1992). This certainly seemed to be the case for the El Bosque and…”

Section: Original Spanish English Translationmentioning

confidence: 99%

“…An abundance of educational research on the sociocultural contexts of learning, and within the field of science education in particular, indicates that diverse student groups bring with them rich prior experiences and knowledge about nature and naturally occurring events, their own ways of knowing, thinking, and communicatingtheir own social discourses practices -that are drawn from their home and community environments as well as personal experiences (Ballenger, 1997;Bryan & McLaughlin, 2005;Cochran-Smith, 1995;Fradd & Lee, 1999;Garcia, 1995;Lee, 1999;Lee, Deaktor, Hart, Cuevas, & Enders, 2005;Lemke, 2001;Macias, 1990;Mehan, Okamoto, Linz, & Wills, 1995;Olneck, 1995;Rosebery, Warren, & Conant, 1992). Teachers working to develop science instruction that is culturally respectful, responsive, and effective are expected to reflect an understanding of these sociocultural processes and discourse practices of learning within which a wide range of students are accustomed to functioning.…”

Section: Introductionmentioning

confidence: 99%

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Community and classroom contexts for understanding nature and naturally occurring events in rural schools in Mexico

Bryan¹,

Allexsaht‐Snider²

2008

L1 Educational Studies in Language and Literature

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Abstract. In this study, we develop a portrait of how teachers in two, rural Mexican, multi-age classrooms (grades 1-6) deliberately situate science instruction within the local community and teach social discourse practices to mediate their students' transitions between science, school, and community settings. One important means of social mediation was the teachers' commitment to constructing authentic contexts for instruction. In addition, both teachers facilitated the learning of three sets of social discourse practices that are integral to science teaching and learning: responsibility and autonomy, cross-age interaction and collaboration, and public performance. The social discourse practices that we observed in these classrooms can be seen as potential foundations for engaging in culturally responsive, inquiry-based, science instruction grounded in the ways of learning science that many Mexican immigrant students are likely to have encountered.Keywords: elementary science, social discourse practices, rural Mexican schools Dutch Samenvatting [Translated by Tanja Janssen] In deze bijdrage schetsen we een beeld van hoe leerkrachten in twee klassen met leerlingen van verschillende leeftijden (leerjaar 1-6), op het platteland in Mexico, welbewust het onderwijs in de natuurwetenschappen inbedden in de plaatselijke gemeenschap, en hoe zij een brug slaan tussen natuurwetenschap, school en gemeenschap door onderwijs te geven in sociale discourse. Een belangrijk middel hiertoe was het streven naar authentieke contexten voor het onderwijs. Bovendien faciliteerden beide docenten het leren van drie 'sets' van sociale discourse praktijken die een integrerend deel uitmaken van onderwijs in de natuurwetenschappen: verantwoordelijkheid en autonomie, interactie en samenwerking tussen leeftijdsgroepen, en openbaar uitvoeren. De sociale praktijken die wij observeerden in de klassen kunnen beschouwd worden als fundamenteel voor deelname aan cultureel reagerend, 'inquiry-based', natuurwetenschappelijk onderwijs. Dit onderwijs is gegrondvest in de manieren waarop veel Mexicaanse immigranten-leerlingen ermee in contact zijn gekomen. (CP-6 ème ), en milieu rural au Mexique, placent délibérément l'enseignement des sciences au coeur de la communauté locale et enseignent des pratiques discursives sociales afin d'accompagner les transitions par les élèves de la science, à l'école et au contexte social. Un ressort important de cette médiation sociale était l'engagement des professeurs dans la mise en place de contextes d'enseignement authentiques. En outre, les deux enseignants ont favorisé l'apprentissage de trois ensembles de pratiques discursives sociales en les intégrant à l'enseignement-apprentissage des sciences : la responsabilité et l'autonomie, l'interaction et la coopération inter-âges, et les échanges collectifs. Les pratiques discursives sociales que nous avons observées dans ces classes peuvent être considérées comme les bases potentielles d'un enseignement des sciences culturellement réceptif, basé sur des investigations...

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Section: Original Spanish English Translationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Community and classroom contexts for understanding nature and naturally occurring events in rural schools in Mexico

Bryan¹,

Allexsaht‐Snider²

2008

L1 Educational Studies in Language and Literature

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“…She rationalized her answers by stating that the protagonist's mother could resort to abortion due to her state of poverty (line 9). (Ballenger, 1997). Furthermore, talking about literature among peers has its benefits where learners are able to get insights, visions and views of the world perceived by their peers, hence leading to shared knowledge (Koay & Chiu, 1998).…”

Section: Prior Knowledgementioning

confidence: 99%

Multiple Responses Through Verbal Discourse in the Reading of Literary Texts

Vethamani¹,

Nair²

2009

IES

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The past decade has viewed the important role literature plays in enhancing the learning process among students in Malaysian English classrooms. However, most English teachers in particular are not prepared to teach literature due to the lack of training and exposure on the subject. This paper seeks to explore the ways teacher trainees from one teacher training institute attempt to provide multiple responses on two Malaysian short stories through verbal discourse. This qualitative study uses the transcripts from the audio recorded discussion among dyads to analyze the ways subjects respond to two short stories. Using a constant comparative method, recurring themes were lifted based on Newell's (1996) typology of responses. The findings of this study revealed that the subjects used four different types of responses, namely associations, interpretation, personal response and evaluation. These responses describe the subjects' maturity in relating their understanding of the literary texts besides the capability of making critical judgments and rationalization.

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“…Many researchers define scientific literacy as the ability to conceptualize the scientific issues [4], to construct arguments and ideas of science in the scientific group of discussion [5], and to analyze data and interpret evidence [6]. Students became scientifically literate when they have ability to identifiy questions, explain scientific phenomena and draw conclusion of science issues by using their scientific knowledge [7].…”

Section: Introductionmentioning

confidence: 99%

Class Program Differences in Student's Scientific Literacy

Shofiyah¹,

Abdillah²

2018

Proceedings of the 1st International Conference on Intellectuals' Global Responsibility (ICIGR 2017)

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Abstract-Currently, scientific literacy became one of the learning outcomes of science education. Through scientific literacy skills, students can overcame any problems of science. This study aimed to describe the student's scientific literacy skills based on program classes. Two groups were identified, namely regular eighth-grade students and students who finished school for 2 years only. The scientific literacy tests were adapted from The PanCanadian Assessment Program (PCAP) of 2013 because the students were on grade 8. The data were collected by using tests, interviews and observations. The findings indicated that the students in the accelerated class had the scientific reasoning and the problem solving ability of the scientific literacy. Meanwhile the students who were in the regular class mastered the scientific literacy skills in term of scientific reasoning. The results of this study can be used as a reasoning by the teacher, researcher, and decision makers that the scientific literacy abilities of students still need to be improved.

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Social Identities, Moral Narratives, Scientific Argumentation: Science Talk in a Bilingual Classroom

Cited by 88 publications

References 0 publications

Community and classroom contexts for understanding nature and naturally occurring events in rural schools in Mexico

Community and classroom contexts for understanding nature and naturally occurring events in rural schools in Mexico

Multiple Responses Through Verbal Discourse in the Reading of Literary Texts

Class Program Differences in Student's Scientific Literacy

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