ERIC Number: ED390658
Record Type: RIE
Publication Date: 1995
Reference Count: N/A
"This Question Is Just Too, Too Easy!" Perspectives from the Classroom on Accountability in Science.
Warren, Beth; Rosebery, Ann S.
This paper explores a form of classroom discourse, organized around student argumentation, that brings into focus an alternative view of science and science education as socially and culturally constituted, meaning-making activities. To elaborate the differences between this emerging discourse practice and conventional practice, two examples are considered in which students and teachers grapple with the accountability of theories, facts, or claims to evidence. A key aspect of this analysis is the examination of the implications of Mikhail Bakhtin's core notion of dialogism for understanding student learning in science. This analysis illustrates how a perspective on learning in science emerges through contact with socioculturally based theoretical perspectives and with the everyday experiences of teachers and students as they work to build sense-making communities in their classrooms. (Author/JRH)
Descriptors: Classroom Environment, Concept Formation, Discourse Analysis, Elementary Secondary Education, Interaction, Learning Processes, Science Instruction, Theories, Thinking Skills
National Center for Research on Cultural Diversity and Second Language Learning, Center for Applied Linguistics, 1118 22nd Street, N.W., Washington, DC 20037.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Cultural Diversity and Second Language Learning, Santa Cruz, CA.