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ERIC Number: EJ1052447
Record Type: Journal
Publication Date: 2015-Mar
Pages: 22
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0036-8326
Language, Access, and Power in the Elementary Science Classroom
Schoerning, Emily; Hand, Brian; Shelley, Mack; Therrien, William
Science Education, v99 n2 p238-259 Mar 2015
The Next Generation Science Standards call for the adoption of many aspects of scientific inquiry in the classroom. The ways in which classroom talk and classroom environment change as students and teachers learn to utilize inquiry approaches are underexplored. This study examines the frequency with which linguistic markers related to access and power appear in student and teacher speech in the elementary science classroom. As teachers begin to implement argument-based inquiry methods, teacher and student use of these markers changes significantly. These changes indicate that students whose teachers utilize argument-based inquiry have greater access and power in the science classroom. In this paper, the mechanisms by which teachers afford their students access and power are explored from a quantitative perspective.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Department of Education (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A090094; R305B10005