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ERIC Number: EJ1217242
Record Type: Journal
Publication Date: 2019-Jun
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0157-244X
EISSN: N/A
Transforming Praxis in Science through Dialogue towards Inclusive Approaches
Brendel, Michelle; Siry, Christina; Haus, Jana Maria; Breedijk-Goedert, Fabienne
Research in Science Education, v49 n3 p767-786 Jun 2019
This paper offers analyses from a project examining the construction of narrative assessments within elementary science investigations. We examined how positioning children to express understandings through narrative assessments created spaces for revealing children's perspectives on classroom experiences with their teachers and each other. Four findings emerged. First, transformation of practice requires a change of the teacher's role. Second, children's narrations provided a platform for elaborating their understandings. Third, our work illustrates the critical role of trust and time in working towards inclusive assessment practices. Lastly, dialogue around the children's products illustrates how they made decisions and challenges normative ideas of what children can or cannot do or know. Overall, we highlight how dialogue became a way for adults and children to cross boundaries of age and knowledge hierarchies in the construction of science assessments.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A