Logo image
Back
Actions and discourses for transformative understanding in a middle school science class
Journal article   Peer reviewed

Actions and discourses for transformative understanding in a middle school science class

S.M. Ritchie
International Journal of Science Education, Vol.23(3), pp.283-299
2001
DOI: https://doi.org/10.1080/095006901750066529
url
Link to Published Version *Subscription may be requiredView

Abstract

So that we might understand better how the discursive practices of classroom participants lead to students' transformative understanding, we immersed ourselves in a Grade 8 science class for an extended period of observation. Our observation and interview data were interpreted from two overlapping perspectives, namely, an action orientation and a discourse orientation. We found that the teacher's actions encouraged univocal discourse between students and their reproductive understanding of scientific concepts. We argue that before a class can become more like a scientific discourse community, teachers need to promote dialogic discourse and transformative understanding. The contextual descriptions and interpretations presented might help teachers form images of classroom practices that will be conducive to students' transformative understandings of science.

Details

UN Sustainable Development Goals (SDGs)

This output has contributed to the advancement of the following goals:

#4 Quality Education

Source: InCites

Metrics

34 Record Views
14 Times Cited - Web of Science

InCites Highlights

These are selected metrics from InCites Benchmarking & Analytics tool, related to this output

Collaboration types
Domestic collaboration
International collaboration
Citation topics
6 Social Sciences
6.11 Education & Educational Research
6.11.295 Science Education
Web Of Science research areas
Education & Educational Research
ESI research areas
Social Sciences, general
Logo image