Switching Between Everyday and Scientific Language

Blown, Eric; Bryce, Tom

doi:10.1007/s11165-016-9520-3

Cited by 14 publications

(10 citation statements)

References 49 publications

(55 reference statements)

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“…Students can frame arguments and give evidence for their ideas with everyday language (e.g., Berland et al, 2016;Christodoulou & Osborne, 2014) that allows them to authentically practice engineering (Jung & McFadden, 2018). In fact, young students' scientific understandings are often underestimated and misunderstood if assessment is based primarily on their language use (Bleicher, Tobin, & McRobbie, 2003;Blown & Bryce, 2016). The language of engineering can be improved as students develop more complex disciplinary knowledge.…”

Section: Teacher Talkmentioning

confidence: 99%

Engineering as the integrator: A case study of one middle school science teacher's talk

Johnston

Akarsu

Moore

et al. 2019

J of Engineering Edu

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Background Integration of engineering into middle school science and mathematics classrooms is a key aspect of STEM integration. However, successful pedagogies for teachers to use engineering talk in their classrooms are not fully understood. Purpose/Hypothesis This study aims to address this need with the research question: How does a middle school life science teacher use engineering talk during an engineering design‐based STEM integration unit? Design/Method This case study examined the talk of a teacher whose students demonstrated high levels of learning in science and engineering throughout a three‐year professional development program. Transcripts of whole‐class verbal interactions for 18 class periods in the life science‐based STEM integration unit were analyzed using a theoretical framework based on the Framework for Quality K‐12 Engineering Education. Results The teacher used talk to integrate engineering in a variety of ways, skillfully weaving engineering throughout the unit. He framed lessons around problem scoping, incorporated engineering ideas into scientific verbal interactions, and aligned individual lessons and the overall unit with the engineering design process. He stayed true to the context of the engineering challenge and treated the students as young engineers. Conclusions This teacher's talk helped to integrate engineering with the science and mathematics content of the unit and modeled the practices of informed designers to help students learn engineering in the context of their science classroom. These findings have the potential to improve how educators and curricula developers utilize engineering teacher talk to support STEM integration.

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Section: Teacher Talkmentioning

confidence: 99%

Engineering as the integrator: A case study of one middle school science teacher's talk

Johnston

Akarsu

Moore

et al. 2019

J of Engineering Edu

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show abstract

“…The individual therefore may switch between features and alter his/her contemplations mid-response. In Blown and Bryce (2017), we cite examples of children switching between everyday and scientific language during the course of interviews, thereby exposing a mixture of conceptual attributes, some of which may be in conflict (and possibly lead to confusions in the categories into which an observer might classify children's thinking). In the next section, we shall say more about 'switching'.…”

Section: Feedback and Re-entry Processesmentioning

confidence: 99%

“…Acknowledging the differences in how interviewees respond during in-depth, multi-modal investigations; the not insignificant extent of mode switching (see Blown 2016 andBryce 2017); and the challenge posed by the considerations concerning mental construction and representation set out earlier, we scrutinised a wide range of interview protocols for evidence as to:…”

Section: Research Questionmentioning

confidence: 99%

Imagery and Explanation in the Dynamics of Recall of Intuitive and Scientific Knowledge: Insights from Research on Children’s Cosmologies

Bryce

Blown

2020

Res Sci Educ

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This article closely examines (a) the representational connotation which is often implicit in many analyses of the scientific knowledge which children have (or have not) acquired when they are asked to say or show what they know and (b) the still common-place presumption that recollections are akin to the extraction of ideas from a mental database. We demonstrate how recent findings in neuroscience reject traditional thinking about the nature of 'representation' and the character of associated imagery and verbal explanation. Researchers have to contend with the fact that concepts must be regarded as flexible, and that memory is dynamic. Such considerations emphasise the creative, rather than the reproductive, nature of remembering, thus calling into question the status of what is thought to be 'grasped' and 'imaged' by those being interviewed, possibly casting some doubt on the status of children's conceptions (and misconceptions) and the categories into which these are sometimes placed in schematic depictions of their understanding. Examples from research on children's cosmologies are used to illustrate the discussion. It is argued that science education researchers endeavouring to uncover what children know, intuitively and scientifically, through interviewing them, face a reconsideration of the theoretical underpinnings to much of their work.

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“…& the cultural factors permeating the acquisition and development of children's concepts (Bryce and Blown 2006); & the changes which occur as knowledge is restructured (Blown and Bryce 2006); & the similarities and differences in the gender effects apparent in comparative studies (Bryce and Blown 2007); & the conceptual coherence detectable in children's developing ideas (Blown and Bryce 2010); & the relative gains, overlaps and deficits in expertise across the novice-expert continuum (Bryce and Blown 2012); & thought-experiments about gravity in the history of science and in research into children's thinking (Blown and Bryce 2012); & the confusions detectable in young people's ideas about the shape and size of ESM (Bryce and Blown 2013); & the relationships between what is revealed as children manipulate their own play-dough models of the ESM and their apparent conceptualisations of these astronomical bodies (Bryce and Blown 2016); & the switching between everyday and scientific language evident in what they articulate during interviews (Blown and Bryce 2017).…”

Section: Introductionmentioning

confidence: 99%

“…The former is analogous to everyday thought and language as used by children and adults in their daily lives "within the supportive context of meaningful events". The latter is synonymous with scientific (formal or abstract) language as used by scientifically literate adults, which moves "beyond the bounds of human sense" and may do so "in a way that leaves out content and meaning entirely" (pp.76-77) (see Blown and Bryce 2017).…”

Section: Introductionmentioning

confidence: 99%

The Enduring Effects of Early-Learned Ideas and Local Folklore on Children’s Astronomy Knowledge

Blown

Bryce²

2018

Res Sci Educ

Self Cite

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The research described here examined the sources of knowledge of astronomy of children (age 3-18) in China and New Zealand, together with the development of their awareness of competing sources, ranging from everyday language, childhood literature and folklore to the scientific accounts prevalent in schools. The authors cite examples of the bootstrapping encountered during these years, where children's expanding knowledge and how they process questions intended to probe their understandings-their metacognitive strategies-are mutually beneficial. The semi-structured interviews utilising three modalities (verbal language, drawing and play-dough modelling) carried out with pupils (n = 358), and questionnaires administered to their parents (n = 80), teachers (n = 65) and local librarians (n = 5), focused on young people's understanding of daytime and night-time and the roles played by the Sun and Moon in creating familiar events. The findings underscore the arguments put forward by the authors in a recent article in this journal concerning the coexistence of everyday and scientific concepts. The influence of early-learned ideas deriving from preschool experiences, recalled by children and largely corroborated by family members, was found to be extensive. Evidence of the migration of folklore in one of the two settings investigated (on the North East China Plain) and therefore its continuing influence on children's comprehension is provided. With respect to teaching, the authors argue the benefits to be had in making more explicit with young students the differences between early-learned (everyday-cultural) ideas-particularly local community knowledge and folklore-and the scientific content found in the school curriculum.

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Switching Between Everyday and Scientific Language

Cited by 14 publications

References 49 publications

Engineering as the integrator: A case study of one middle school science teacher's talk

Engineering as the integrator: A case study of one middle school science teacher's talk

Imagery and Explanation in the Dynamics of Recall of Intuitive and Scientific Knowledge: Insights from Research on Children’s Cosmologies

The Enduring Effects of Early-Learned Ideas and Local Folklore on Children’s Astronomy Knowledge

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